Classroom Management and Discipline

Classroom Management and Discipline Nowadays, lot of teachers in our country are facing problem in managing their classrooms in schools. Â  Perhaps the single most important aspect of teaching is classroom management. The students are described to be different and some of them tend to act superior to the school management system, even to the teachers. They show less respect to the teachers, refuse to get involve in the learning sessions and even misbehaving in the schools. In order to make sure the learning environment go well, the teachers have to come up with certain guidelines in managing their classrooms. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies for the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers, indeed for some who experiencing these kind of problems already leave the teaching profession altogether. This problem is not only faced by our local teaches but it is believed to be happening world wide. In the year of 1981, the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was negative student attitudes and discipline.(Wolfgang and Glickman). According to Moskowitz Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control. Also, a research from Berliner (1988) and Brophy Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. From the students perspective, effective classroom management involves clear communication of behavioral and academic expectations, as well as a cooperative learning environment (Allen 1986). Classroom management is related to issues of motivation, discipline and respect. Many teachers establish rules and procedures at the beginning of the school year in order to control the students. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality. They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. Sometimes, this application is working in order to manage the classroom effectively but at the same time, failure also happens. Classroom Management and Discipline Classroom management is the reflection of the learning environment of a group of individuals within a classroom setting. A teachers classroom-management system communicates information about the teachers beliefs on content and the learning process. It also represents the kinds of instruction that will take place in a particular classroom. A classroom in which the teacher is completely responsible to guide the students actions by encouraging ands teaching them to be responsible for their own behaviors. The nature of classroom management and classroom instruction is especially easy to be seen and understood from a student perspective. Students have at least two cognitive demands on them at all times: academic task demands which is understanding and working with conten and also social task demands by interacting with others concerning that content. This means that students must try to understand the content and find appropriate and effective ways to participate in order to demonstrate t hat understanding to the teacher and the whole class. The teacher must facilitate the learning of these academic and social tasks. Therefore, the students perspective on the need to be successful, management and instruction cannot be separated. A teacher needs to cater all actions in order to create, implement, and maintain a learning environment within the classroom. Everything a teacher does has implications for classroom management, including creating the setting, decorating the room, arranging the chairs, speaking to children and handling their responses, putting routines in place, developing rules, and communicating those rules to the students. These are all aspects of classroom management: Creating a Learning Environment Creating and implementing a learning environment means careful planning for the start of the school year. The learning environment must be supervised in both physical space and cognitive space. The physical space of the classroom is managed as the teacher prepares the classroom for the students. These questions should be entertained by the teachers Is the space warm and inviting? Does the room arrangement match the teachers philosophy of learning? Do the students have access to necessary materials? Are the distracting features of a room eliminated?. It helps a lot.Teachers must also consider the cognitive space necessary for a learning environment. Effective teachers create and implement classroom management practices that cultivate effective classroom environment for their students. Setting Expectations The establishment of the teachers expectations should be expressed through rules and procedures. Rules indicate the expectations for behavior in the classroom, and procedures have to do with how things get done. Rules can be developed with the students helps in the classroom. The teacher must have the knowledge on which rules and procedures should be used for different environment. It is proven by certain researchers that students who demonstrates high task engagement and academic achievement implement a systematic approach toward classroom management at the beginning of the school year by the teachers. Therefore, one of the critical aspects of managing classrooms effectively, or managing classrooms in ways to enhance student learning, is setting expectations. Motivational Climate An essential part of organizing the classroom is to encourage students to do their best and to be excited about what they are learning. There are two factors that are critical in creating such a motivational climate which are value and effort. To be motivated, students must see the outcomes of the work that they are doing and the work others do. Effort ties the time, energy, and creativity a student uses to develop the the works hold. Teachers also can encourage the students by praising them verbally. It can motivates them to learn more. Maintaining a Learning Environment Classroom management also involves maintaining the learning environment through decision-making concerning students and the classroom. Maintaining a learning environment requires teachers to actively monitor their students. Active monitoring includes watching student behavior closely, correcting inappropriate behavior before its getting worse, dealing consistently with misbehavior, and attending to student learning. In terms of monitoring both student behavior and learning, effective teachers regularly survey their class or group and watch for signs of student confusion or inattention. Maintaining effective management involves keeping an eye out for when students appear to have problems in any field while learning. When Problems Occur Though effective teachers anticipate and monitor students behavior and learning, misbehavior and misunderstanding do occur. When inappropriate behavior occurs, they have to handle it promptly to keep it from continuing and spreading. Depending on the seriousness of the missbehaviors, teachers have to use different techniques to cater them. When students have problem academically, the teachers have to make sure the objectives are clearly given, precise instructions for assignments, and appropriate responds to students questions. In order to create and support a learning-centered environment, students must be very comfortable and feel that their contributions are valued. In addition, students must know how to value the contributions of others, value the diversity within the classroom, and give their best effort because they see it as the right thing to do or something that they want to do. In each classroom there will be a variety of skills, backgrounds, languages, and levels of cooperation. Teachers need to have experiences and skills to teach diverse classes, along with the administrative support in schools. There are many philosophies and styles of discipline applied by different teachers in the whole wide world. It can be hard to decide what works best for a particular teacher. What works for one teacher may not work for another. The best thing a teacher can do is to pick one that he/she think will be successful and make adjustments later if they face problems. Following are some of the most common discipline methods can be used by teachers in classroom: Assertive Discipline. It was created by Lee Canter. Canter believes that if you catch a student being good by recognizing them when they behave, they will work harder at behaving. He also believes that there should be consistent consequences of breaking the rules that are very clear. During early of the class sessions to begin, the teacher comes up with no more than five rules for the classroom. Each time a rule is broken, a consequence is given. If the misbehavior continues, the consequences get more severe every time. At the same time, students are rewarded for behaving properly. This can range from giving them verbal praises or even things such as sweets or foods. A Primer on Classroom Discipline- An article on this manual has been published by Thomas R. McDaniel. There are eleven techniques that are explained that help you achieve control. The methods are Focusing, Direct Instruction, Monitoring, Modeling, Non-Verbal Cuing, Environmental Control, Low-Profile Intervention, Assertive Discipline, Assertive I-Messages, Humanistic I-Messages, and Positive Discipline. Discipline With Dignity This controversial discipline program, created by Richard L. Curwin and Allen N. Mendler, is based on the premise that students are treated with dignity at all times. It is created to build self-esteem and encourage responsible behavior. Typically a contract is created by both the student and the teacher. The contract includes prevention, action dimension, and resolution. The teachers rules must make sense and be fair. At the same time, prevention is also done by the teachers with preplanning to eliminate possible areas of problems. Most important thing is to make sure students are aware of what is expected from them. The action consists of record keeping and classroom management. Finally the resolution component for the teachers is dealing with the continual rule breaker in the classrooms. But, teachers have to remember that discipline should not interfere with motivation and therefore, the students should be taught responsibility rather than being obedience for their own actions in the classrooms. There are some dicline with this method. It is believed that teacher is ought to protect student dignity and the fact there is no punishment. Students frequently select their own consequences rather than the teachers who decide. Teacher responses to severe discipline problems is unusual. Many believe that this should be the last resort for teachers to be used in classrooms when others have failed. Reality Therapy (RT)- This program was created by William Glasser. The emphasis of this program is to help students connect behavior with consequence. This is done with class meetings, clear rules, and contracts. This also includes Positive Approach to Discipline (PAD), which is based on Reality Therapy. Conclusion In conclusion, sometimes even teachers can actually make the problems occur in classrooms become worse, not the students. Therefore, it is important to consider some of the basic mistakes commonly made when implementing classroom behavior management strategies. For example, a common mistake made by teachers is to define the problem behavior by how it looks without considering its function. Interventions are more likely to be effective when they individually commit one of the problem behavior. Two students with similar looking misbehavior may require entirely different intervention strategies if the behaviors are serving different functions. Another common mistake is for the teacher to become deeply frustrated and feeling negative when an approach is not working towards the students. The teacher may raise his or her voice or increase the level of punishment in an effort to make the approach work. This type of interaction may impair the teacher-student relationship. Instead of allowing this to happen, it is often better to simply try a new approach. To avoid this, teachers should have an effective communication with the students. Communication is the key point here and with good approach and mentality, the students problem behaviors can be catered. By times, the classroom environment can be improved all together, for both teachers and students.

The Vampire Diaries: The Fury Chapter Thirteen

â€Å"You think we're supposed to-look inside?† Matt said. â€Å"I don't know,† Elena said miserably. She didn't want to see what was inside that tomb now any more than she had when Tyler had suggested opening it to vandalize it. â€Å"Maybe we won't be able to get it open,† she added. â€Å"Tyler and Dick couldn't. It started to slide only when I leaned on it.† â€Å"Lean on it now; maybe there's some sort of hidden spring mechanism,† Alaric suggested, and when Elena did, with no results, he said, â€Å"All right, let's all get a grip, and brace ourselves-like this. Come on, now-â€Å" From his crouch, he looked up at Damon, who was standing motionless next to the tomb, looking faintly amused. â€Å"Excuse me,† Damon said, and Alaric stepped back, frowning. Damon and Stefan each gripped an end of the stone lid and lifted. The lid came away, making a grinding sound as Damon and Stefan slid it to the ground on one side of the tomb. Elena couldn't bring herself to move closer. Instead, fighting nausea, she concentrated on Stefan's expression. It would tell her what was to be found in there. Pictures crashed through her mind, of parchment-colored mummified bodies, of rotting corpses, of grinning skulls. If Stefan looked horrified or sickened, disgusted†¦ But as Stefan looked into the open tomb, his face registered only disconcerted surprise. Elena couldn't stand it any longer. â€Å"What is it?† He gave her a crooked smile and said with a glance at Bonnie, â€Å"Come and see.† Elena inched up to the tomb and looked down. Then her head flew up, and she regarded Stefan in astonishment. â€Å"What is it?† â€Å"I don't know,† he replied. He turned to Meredith and Alaric. â€Å"Does either of you have a flashlight? Or some rope?† After a look inside the stone box, they both headed for their cars. Elena remained where she was, staring down, straining her night vision. She still couldn't believe it. The tomb was not a tomb, but a doorway. Now she understood why she had felt a cold wind blow from it when it had shifted beneath her hand that night. She was looking down into a kind of vault or cellar in the ground. She could see only one wall, the one that dropped straight down below her, and that one had iron rungs driven into the stone, like a ladder. â€Å"Here you go,† Meredith said to Stefan, returning. â€Å"Alaric's got a flashlight, and here's mine. And here's the rope Elena put in my car when we went looking for you.† The narrow beam of Meredith's flashlight swept the dark room below. â€Å"I can't see very far inside, but it looks empty,† Stefan said. â€Å"I'll go down first.† Bonnie hadn't moved. She was still standing there with that utterly abstracted expression on her face, as if she saw nothing around her. Without a word, she swung a leg over the edge of the tomb, twisted, and began to descend. â€Å"Whoa,† said Stefan. He tucked the flashlight in his jacket pocket, put a hand on the tomb's foot, and jumped. Elena had no time to enjoy Alaric's expression; she leaned down and shouted, â€Å"Are you okay?† â€Å"Fine.† The flashlight winked at her from below. â€Å"Bonnie will be all right, too. The rungs go all the way down. Better bring the rope anyway.† Elena looked at Matt, who was closest. His blue eyes met hers with helplessness and a certain resignation, and he nodded. She took a deep breath and put a hand on the foot of the tomb as Stefan had. Another hand suddenly clamped on her wrist. â€Å"I've just thought of something,† Meredith said grimly. â€Å"What if Bonnie's entity is the Other Power?† â€Å"I thought of that a long time ago,† Elena said. She patted Meredith's hand, pried it off, and jumped. She stood up into Stefan's supporting arm and looked around. â€Å"My God†¦Ã¢â‚¬  It was a strange place. The walls were faced with stone. They were smooth and almost polished-looking. Driven into them at intervals were iron candelabra, some of which had the remains of wax candles in them. Elena could not see the other end of the room, but the flashlight showed a wrought-iron gate quite close, like the gate in some churches used to screen off an altar. Bonnie was just reaching the bottom of the rung ladder. She waited silently while the others descended, first Matt, then Meredith, then Alaric with the other flashlight. Elena looked up. â€Å"Damon?† She could see his silhouette against the lighter black rectangle that was the tomb's opening to the sky. â€Å"Well?† â€Å"Are you with us?† she asked. Not â€Å"Are you coming with us?† She knew he would understand the difference. She waited five heartbeats in the silence that followed. Six, seven, eight†¦ There was a rush of air, and Damon landed neatly. But he didn't look at Elena. His eyes were oddly distant, and she could read nothing in his face. â€Å"It's a crypt,† Alaric was saying in wonder, as his flashlight scythed through the darkness. â€Å"An underground chamber beneath a church, used as a burial place. They're usually built under larger churches.† Bonnie walked straight up to the scrolled gate and placed one small white hand on it, opening it. It swung away from her. Bonnie walked straight up to the scrolled gate and placed one small white hand on it, opening it. It swung away from her. Bonnie stopped. This is it, thought Elena, her breath catching in her throat. Oh, my God, this is it; this is really it. She had the sudden intense sensation of being in the middle of a lucid dream, one where she knew she was dreaming but couldn't change anything or wake up. Her muscles deadlocked. She could smell fear from the others, and she could feel the sharp edge of it from Stefan beside her. His flashlight skimmed over objects beyond Bonnie, but at first Elena's eyes could make no sense of them. She saw angles, planes, contours, and then something leaped into focus. A dead-white face, hanging grotesquely sideways †¦ The scream never got out of her throat. It was only a statue, and the features were familiar. They were the same as on the lid of the tomb above. This tomb was the twin of the one they had come through. Except that this one had been ravaged, the stone lid broken in two and flung against the wall of the crypt. Something was scattered about the floor like fragile ivory sticks. Bits of marble, Elena told her brain desperately; it's only marble, bits of marble. They were human bones, splintered and crushed. Bonnie turned around. Her heart-shaped face swung as if those fixed blank eyes were surveying the group. She ended directly facing Elena. Then, with a shudder, she stumbled and pitched violently forward like a marionette whose strings have been cut. Elena barely caught her, half falling herself. â€Å"Bonnie? Bonnie?† The brown eyes that looked up at her, dilated and disoriented, were Bonnie's own frightened eyes. â€Å"But what happened?† Elena demanded. â€Å"Where did it go?† â€Å"I am here.† Above the plundered tomb, a hazy light was showing. No, not a light, Elena thought. She was sensing it with her eyes, but it was not light in the normal spectrum. This was something stranger than infrared or ultraviolet, something human senses had not been built to see. It was being revealed to her, forced on her brain, by some outside Power. â€Å"The Other Power,† she whispered, her blood freezing. â€Å"No, Elena.† The voice was not sound, in the same way that the vision was not light. It was quiet as star shine, and sad. It reminded her of something. â€Å"I've been waiting for you,† Honoria Fell's voice said softly. â€Å"Here I can speak to you at last in my own form, and not through Bonnie's lips. Listen to me. Your time is short, and the danger is very great.† Elena found her tongue. â€Å"But what is this room? Why did you bring us here?† â€Å"You asked me to. I couldn't show you until you asked. This is your battleground.† â€Å"I don't understand.† â€Å"This crypt was built for me by the people of Fell's Church. A resting place for my body. A secret place for one who had secret powers in life. Like Bonnie, I knew things no one else could know. I saw things no one else could see.† â€Å"You were psychic,† Bonnie whispered huskily. â€Å"In those days, they called it witchery. But I never used my powers for harm, and when I died they built me this monument so that my husband and I could lie in peace. But then, after many years, our peace was disturbed.† The eldritch light ebbed and flowed, Honoria's form wavering. â€Å"Another Power came to Fell's Church, full of hatred and destruction. It defiled my resting place and scattered my bones. It made its home here. It went out to work evil against my town. I woke. â€Å"I have tried to warn you against it from the beginning, Elena. It lives here below the graveyard. It has been waiting for you, watching you. Sometimes in the form of an owl-â€Å" An owl. Elena's mind raced ahead. An owl, like the owl she had seen nesting in the belfry of the church. Like the owl that had been in the barn, like the owl in the black locust tree by her house. White owl†¦ hunting bird†¦ flesh eater†¦ she thought. And then she remembered great white wings that seemed to stretch to the horizon on either side. A great bird made of mist or snow, coming after her, focused on her, full of bloodlust and animal hate†¦ â€Å"No!† she cried, memory engulfing her. She felt Stefan's hands on her shoulders, his fingers digging in almost painfully. It brought her back to reality. Honoria Fell was still speaking. â€Å"And you, Stefan, it has been watching you. It hated you before it hated Elena. It has been tormenting you and playing with you like a cat with a mouse. It hates those you love. It is full of poisoned love itself.† Elena looked involuntarily behind her. She saw Meredith, Alaric, and Matt standing frozen. Bonnie and Stefan were next to her. But Damon†¦ where was Damon? â€Å"The Snow Dance!† Meredith said sharply. â€Å"Yes. And this time they will kill until the last of them is killed.† â€Å"We have to warn those people,† Matt said. â€Å"Everyone at that dance-â€Å" â€Å"You will never be safe until the mind that controls them is destroyed. The killing will go on. You must destroy the Power that hates; that is why I have brought you here.† There was another flux in the light; it seemed to be receding. â€Å"You have the courage, if you can find it. Be strong. This is the only help I can give you.† â€Å"Wait-please-† Elena began. The voice continued relentlessly, taking no heed of her. â€Å"Bonnie, you have a choice. Your secret powers are a responsibility. They are also a gift, and one that can be taken away. Do you choose to relinquish them?† â€Å"I-† Bonnie shook her head, frightened. â€Å"I don't know. I need time†¦Ã¢â‚¬  â€Å"There is no time. Choose.† The light was dwindling, caving in on itself. Bonnie's eyes were bewildered and uncertain as she searched Elena's face for help. â€Å"It's your choice,† Elena whispered. â€Å"You have to decide for yourself.† Slowly, the uncertainty left Bonnie's face, and she nodded. She stood away from Elena, without support, turning back to the light. â€Å"I'll keep them,† she said huskily. â€Å"I'll deal with them somehow. My grandmother did.† There was a flicker of something like amusement from the light. â€Å"You've chosen wisely. May you use them as well. This is the last time I will speak to you.† â€Å"But-â€Å" â€Å"I have earned my rest. The fight is yours.† And the glow faded, like the last embers of a dying fire. With it gone, Elena could feel the pressure all around her. Something was going to happen. Some crushing force was coming toward them, or hanging over them. â€Å"Stefan-â€Å" Stefan felt it too; she could tell. â€Å"Come on,† Bonnie said, her voice panicked. â€Å"We have to get out of here.† â€Å"We have to get to the dance,† Matt gasped. His face was white. â€Å"We have to help them-â€Å" â€Å"Fire,† cried Bonnie, looking startled, as if the thought had just come to her. â€Å"Fire won't kill them, but it will hold them off-â€Å" â€Å"Alaric.† Stefan spoke with the ring of command. â€Å"You go back. Take the others; do what you can. I'll stay-â€Å" â€Å"I think we all should leave!† Alaric shouted. He had to shout to be heard over the deafening noise surrounding them. His weaving flashlight showed Elena something she hadn't noticed before. In the wall next to her was a gaping hole, as if the stone facing had been ripped away. And beyond was a tunnel into the raw earth, black and endless. Where does it go? Elena wondered, but the thought was lost among the tumult of her fear. White owl†¦ hunting bird†¦ flesh eater†¦ crow, she thought, and suddenly she knew with blinding clarity what she was afraid of. â€Å"Where's Damon?† she screamed, dragging Stefan around as she turned, looking. â€Å"Where's Damon?† â€Å"Get out!† cried Bonnie, her voice shrill with terror. She threw herself toward the gate just as the sound split the darkness. It was a snarl, but not a dog's snarl. It could never be mistaken for that. It was so much deeper, heavier, more resonant. It was a huge sound, and it reeked of the jungle, of the hunting bloodlust. It reverberated in Elena's chest, jarred her bones. It paralyzed her. The sound came again, hungry and savage, but somehow almost lazy. That confident. And with it came heavy footfalls from the tunnel. Bonnie was trying to scream, making only a thin whistling sound. In the blackness of the tunnel, something was coming. A shape that moved with a rangy feline swing. Elena recognized the snarl now. It was the sound of the largest of the hunting cats, larger than a lion. The tiger's eyes showed yellow as it reached the end of the tunnel. And then everything happened at once. Elena felt Stefan try to pull her backward to get her out of the way. But her own petrified muscles were a hindrance to him, and she knew that it was too late. The tiger's leap was grace itself, powerful muscles launching it into the air. In that instant, she saw it as if caught in the light of a flashbulb, and her mind noted the lean shining flanks and the supple backbone. But her voice screamed out on its own. â€Å"Damon, no!† It was only as the black wolf sprang out of the darkness to meet it that she realized the tiger was white. The great cat's rush was thrown off by the wolf, and Elena felt Stefan wrench her out of the way, pulling her sideways to safety. Her muscles had melted like snowflakes, and she yielded numbly as he put her against the wall. The lid of the tomb was between her and the snarling white shape now, but the gate was on the other side of the fight. It was an impossible match. The black wolf, vicious and aggressive though it might be, didn't stand a chance. One swipe of the tiger's huge claws laid the wolf's shoulder open to the bone. Its jaws snarled open as it tried to get a bone-cracking grip on the wolf's neck. But then Stefan was there, training the blaze of the flashlight into the cat's eyes, thrusting the wounded wolf out of the way. Elena wished she could scream, wished she could do something to release this rushing ache inside her. She didn't understand; she didn't understand anything. Stefan was in danger. But she couldn't move. â€Å"Get out!† Stefan was shouting to the others. â€Å"Do it now; get out!† Faster than any human, he darted out of the way of a white paw, keeping the light in the tiger's eyes. Meredith was on the other side of the gate now. Matt was half carrying and half dragging Bonnie. Alaric was through. The tiger lunged and the gate crashed shut. Stefan fell to the side, slipping as he tried to scramble up again. â€Å"We won't leave you-† Alaric cried. â€Å"Go!† shouted Stefan. â€Å"Get to the dance; do what you can! Go!† The wolf was attacking again, despite the bleeding wounds in its head, and its shoulder where muscle and tendon lay exposed and shining. The tiger fought back. The animal sounds rose to a volume that Elena couldn't stand. Meredith and the others were gone; Alaric's flashlight had disappeared. â€Å"Stefan!† she screamed, seeing him poised to jump into the fight again. If he died, she would die, too. And if she had to die, she wanted it to be with him. The paralysis left her, and she stumbled toward him, sobbing, reaching out to clutch him tightly. She felt his arm around her as he held her with his body between her and the noise and violence. But she was stubborn, as stubborn as he was. She twisted, and then they faced it together. The wolf was down. It was lying on its back, and although its fur was too dark to show the blood, a red pool gathered beneath it. The white cat stood above it, jaws gaping inches from the vulnerable black throat. But the death-dealing bite to the neck didn't come. Instead the tiger raised its head to look at Stefan and Elena. But the death-dealing bite to the neck didn't come. Instead the tiger raised its head to look at Stefan and Elena. The whiskers were straight and slender, like silver wires. Its fur was pure white, striped with faint marks like unburnished gold. White and gold, she thought, remembering the owl in the barn. And that stirred another memory†¦ of something she'd seen†¦ or something she'd heard about†¦ With a heavy swipe, the cat sent the flashlight flying out of Stefan's hand. Elena heard him hiss in pain, but she could no longer see anything in the blackness. Where there was no light at all, even a hunter was blind. Clinging to him, she waited for the pain of the killing blow. But suddenly her head was reeling; it was full of gray and spinning fog and she couldn't hold on to Stefan. She couldn't think; she couldn't speak. The floor seemed to be dropping away from her. Dimly, she realized that Power was being used against her, that it was overwhelming her mind. She felt Stefan's body giving, slumping, falling away from her, and she could no longer resist the fog. She fell forever and never knew when she hit the ground.

Go Ask Alice - 2576 Words

Psychological Issues of Addiction amp; Compulsive Behaviors Memoir Report and Review Psychology Introduction Go Ask Alice is a 1971 book about the life of a troubled teenage girl. The book continues its claim to be the actual diary of an anonymous teenage girl who became addicted to drugs. Beatrice Sparks is listed as the author of the book by the U.S. Copyright Office. The novel, whose title was taken from a line in the Grace Slick, penned Jefferson Airplane song White Rabbit, go ask Alice/when shes ten feet tall, is presented as an anti-drug testimonial. The memoirists name is never given in the book. Revelations about the books origin have been a cause of doubt as to its authenticity and factual accounts, and the†¦show more content†¦She is then introduced to marijuana and is now using as well as selling it. She then finds herself in what will turn out to be a heart breaking betrayal; when she finds out the truth about Richie’s secret affair with Ted. As time pass, Chris and Alice decides to flee San Francisco and vows to turn Richie in and stays sober with Chris. She gets to San Francisco where she and Chris both find jobs to support themselves. She also matures within this time frame, learning about her sexuality. However, she has not have sex sober yet. Beneath Alice’s psychedelic adventures is her continuing desire to find someone with home she can have the same open, loving relationship she once had with her family. Her shifting emotions concerning her family were the major cause for her departure, yet she longs for them in San Francisco. November 23rd- End of Diary One Alice has now passed through her by trail by fire, and she feels like an adult from the way others treat her as an individual. She declares â€Å"I am somebody: but her real maturation is not from how others respond to her, but from wise reflections on what it means to survivors the troubled times of adolescence. She is not completely ready to accept her past, she wants to repent for her sins, but she also wishes she could push her nightmares in the back of her mind. Alice finally gains enough absolute experience and converse more honestly with other runaways in this section to understandShow MoreRelated Go Ask Alice Essay2419 Words   |  10 Pages Go Ask Alice nbsp;nbsp;nbsp;nbsp;nbsp;Have you ever had a problem? Im sure you have because everybody sometime in there life does. The book I read Go Ask Alice by an anonymous author is all about problems, conflicts, and how to deal with them. nbsp;nbsp;nbsp;nbsp;nbsp;I would give a lot of information on the author if that was possible, but the author is anonymous so I can not do so. nbsp;nbsp;nbsp;nbsp;nbsp;From the very first page I had a hunch that this book was about a drugRead MoreGo Ask Alice By An Anonymous Teenage Girl942 Words   |  4 Pages The novel Go Ask Alice, written by an anonymous teenage girl, consists of her thoughts, musings, and feelings throughout her ever worsening battle with drugs. Before the life-altering party that introduced her to this life of addiction, Alice was a typical teenage girl who faced the fears and unknown of moving to a new town and school, feelings of nonacceptance from her friends and peers, body issues, and pressure from her parents. 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People were the product of the Victorian society in which they were raised. Victorian novelists highlighted this in the books that they wrote. It contributed to the identity crisis of the Victorian Era in which children were affected. Victorian society discourages the use of imagination. Alice AdventuresRead MoreThe White Rabbit Character Analysis971 Words   |  4 PagesCharacters Alice is a curious young girl, and when she gets herself in trouble, she has the intelligence to get herself out. Her curiosity takes her to countless places in wonderland and allows her to meet many interesting characters. The story opens with Alice’s sister reading Alice a book under a tree. Alice’s sister has no discernible personality or character traits, but is very fitting as she is not a whimsical character from wonderland, and therefore sets reality as boring, so wonderland contrasts

Autobiography of Malcolm X Synopsis - 1424 Words

A Malcolm X Reaction Paper: From George Washington to Rosa Parks, JFK, and countless others, the world has been blessed and challenged by various leaders. In the national bestseller, â€Å"The Autobiography of Malcolm X, as told to Alex Haley† we have the experience of being introduced into the life of a leader of such category; Mr. Malcolm X, Malcolm Little, Detroit Red, or rather El-Hajj Malik El-Shabazz. Throughout his autobiography, Malcolm went through several stages of his life that ultimately allowed him to clearly see the struggle of the African American man in the early 20th century. He used his experiences as a Harlemite and street hustler to gain knowledge and understanding of life as an African American male. Malcolm ultimately†¦show more content†¦And how music influenced even clothing! Malcolm spent a great variety of time talking about the expansive â€Å"zoot suits† he would purchase to look good when going out to dance. It was interesting to see that although racism was high, white people, especially white women disobeyed the color barriers of the time and flocked to the Negro dances in search of the classic Negro soul music, among other things. It is fair to say that Malcolm did his share of criticism of the government. I enjoyed reading about his encounters with the state. One moment which struck me to heart was how the government welfare workers did their best to separate the Little family. â€Å"I truly believe that if ever a state social agency destroyed a family it destroyed ours. We wanted and tried to stay together. Our home didn’t have to be destroyed. But the Welfare, the courts, and their doctors, gave us the one-two-three punch. And ours was not the only case of this kind.† said Malcolm after coming from visiting his mom in a mental hospital. Undoubtedly, the greatest emotion I felt throughout the book was anger. Myself being of white European decent, I was appalled by the theory of evolution proposed at the beginning of the book. And even disgusted at how much Malcolm came to hate the white people and call them devils. In proposing such ideas Malcolm himself was being a racist, andShow MoreRelatedEssay about Ebonics3741 Words   |  15 Pagesknowledge on how the English language has developed in America. Furthermore one has to be aware how the American society is loaded down with the influence of stereotypical thinking, racialism and competition. In his autobiography, the famous black spokesman, Minister Malcolm X, portrays the undisguised hostility that exists between white and black people in America. He illustrates this conflict with the following words: †¦You cannot find one black man, I do not care who he is, who has not Read MoreDeveloping Management Skills404131 Words   |  1617 PagesDilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial Characteristics 90 An Exercise for Identifying Aspects of Personal Culture: A Learning Plan and Autobiography 92 SKILL APPLICATION 95 Activities for Developing Self-Awareness 95 Suggested Assignments 95 Application Plan and Evaluation 95 SCORING KEYS AND COMPARISON DATA 97 Self-Awareness Assessment 97 Scoring Key 97 Comparison Data 97 Emotional Intelligence