LSCI405: Chapters 1-3

Monday, January 17, 2011

Chapters 1-3

I have really enjoyed the first three chapters of this book! I could not believe how much I was enjoying this book. I thought at first, when I looked at only the outside cover, that it was going to be a very heavy read about civil rights. Instead, it seems to be a cross between "Everybody Hates Chris" and "The Cosby Show".

The first chapter had me laughing so hard when Byron got his lips stuck to the car mirror that I, like all the other family members, had tears running down my cheeks! Byron is so mean to his brother, that it just seems fair that he should have some sort of pain and embarrassment.

Kenny, on the other hand, is a sweet, quiet, and somewhat introverted little boy. He is in second grade and is paraded around school by his teachers. They all believe that he is the smartest thing, since he can read so fluently. He is bullied by everyone. He does get a small window of escape in some instances, since his brother, Byron, is the "god" of Clark Elementary School.

Then one day his "saver" comes in the form of a country boy named Rufus. Rufus quickly takes his place as being the one bullied. They go along, and then one day Larry Dunn makes a comment on the buss, and Kenny laughs. This sorta puts and end to the friendship. Kenny's mom soon finds out what is going on, and she helps Rufus and Kenny get back together.

This book is so interesting. I did not want to put it down to read my other books for class. I did though, but I might just have to take a few peaks before it is time for the next posting. :)

2 comments:

ArkaliJanuary 17, 2011 at 12:11 PM
Oh, girl, I know! My husband kept looking at me because I was just cracking up. Finally, he started laughing, too. I guess that just shows that laughter is contagious :D
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gaynel bahamFebruary 1, 2011 at 8:35 PM
I agree!! I took the book with me every where I went. I would catch myself laughing out loud and then explaining to people that its the book and they would nodd and laugh back or at me.
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MARIA MONTESSORI

Maria Montessori was born on August 31, 1870, and died on May 6, 1952. She was an Italian educator of the early 20th century and is remembered as the founder of the Montessori Method of education. This approach emphasizes hands-on, individualized learning within varying age groups in a student-centered environment. Much of the "hands-on" approach now utilized in preschools and kindergartens today can be traced to the innovations of Maria Montessori. Montessori was best known as an educator; however, she was formally trained as a scientist and medical doctor, and is noted for having been Italy's first female M.D. She was nominated three times for the Nobel Peace Prize for her committed efforts on behalf of children.

Through her work to rehabilitate society's discarded children (mentally retarded, behavioral problems, orphans, and poor), Montessori discovered some important principles about all children and the process of learning. One was that children have an innate desire to learn and on their own, they are capable of discovering an incredible amount of information about the world in which they live. This was contrary to what society thought at that time which was that children could only learn through direct instruction, specifically being lectured by an adult. She found that children's innate power of learning worked best when children were turned loose in a safe, hands-on learning environment, and that if children were put into groups with other children within a small age range (i.e., 3-6, 6-9, 9-11, etc.), they not only worked together but learned from each other.

Above all, Montessori felt that her most notable discovery was the awareness that the teacher must focus more on what the students are doing, not the other way around. By observing how the individual children responded to various prompts, she could easily ascertain what lessons and/or experiences to present next. By acknowledging each child as an individual, with individualized needs and abilities, she could apply this method to guide children to fultillment of their potential. Overall, Montessori felt that the most vital ingredient was learning to be a good observer of children, learning to deduce what children need, both in general and as unique individuals, which will then lead to development of their full potential.