Lev Vygotsky's Cognitive Theory

Boo frequently highlights this issue in her book providing numerous examples. Firstly, free municipal education hardly ever is efficient. According to the author, almost 60% of the public school teachers do not have even an undergraduate degree (Boo 85). Mirchi and other similar schoolchildren are not likely to acquire necessary education that could have potentially helped them and their families to escape poverty. Moreover, they risk learning nothing at all since at public school they mostly “play, take recess, play again, then have lunch” (Boo 85).

In the beginning of the novel, LaVaughn has a flashback to a conversation with her mother she had when she was a child asking, “Can I go to college when I’m big?” Her mom stopped in her tracks and responded: “Nobody in this building... ever went to college, nobody in my family.” Although this response could have dampened Lavaghn’s desire, instead it put her on the path of wanting to prove her mother wrong. If LaVaughn did not have determination and desire to better herself, her mother’s comment could have set LaVaughn on a path of complacency of not wanting to rise above the challenges that her family had of living in poverty. LaVaughn is a determined and bright young girl who wants to rise above life’s

According to Pam Munoz Ryan, a girl gets to school one morning to find out that she doesn’t get invited to the popular kid’s, Bridget, party. All the people in her friend group are going, but she is the only one excluded. Her friends try to make it less awkward with her, but she ignores them and begins to doubt her appearance and how that might be the reason that she wasn’t invited. She begins her classes and get’s more and more anxious

The first words of Maxine Kingston’s memoir: “You must not tell anyone” (1) indicates the thematic power of silence that permeates Kingston’s life. When she was young, her mother (Brave Orchid) cut the frenum of her tongue. Her mother claimed to do it because she did not want her daughter to be “tongue tied” (164), but her efforts did not seem to help Kingston who has a “terrible time talking” (165). At first, she did not recognize her silence as a problem. When she realized that she had to talk in school, “the silence became a misery” (166).

The idea that she had a separate existence outside our household was a novel one, to say nothing of her having command of two languages.”(167) The fact that it never dawned on Scout that Calpurnia had a life outside of the Finch house shows that she was a small minded child in the beginning of the novel, but after going to church with Cal it is clear that through this Lee shoes Scout maturing by her understanding Calpurnia outside of the Finch residence. The quote symbolize how Scout is realizing that people do not always act like they do when they are in public. It also shows how Scout is maturing through her ability to finally see people as they truly are not just as they are perceived. Not only is Scout maturing through her experiences with Cal but also with Atticus through their everyday interactions. “First of all, he said, ‘if you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks, you never really understand a person until you consider things from his

Coming of Age Coming of age is not just learning to walk, or how to brush your teeth, or learning how to write your name, it is also the things people experience along the way. For example, making friends, putting themselves in other people's shoes or taking risks and learning from them are all ways people mature. Coming of age is gaining perspective on the things around you. In Harper Lee’s To Kill a MockingBird Scout is an example of a character whose coming-of-age process involves gaining a different perspective. After a long first couple of days in school, Scout had a misunderstanding with her teacher, Miss Caroline.

Sophie is kept in silence by her parent’s image of her, so she can't really express any of her thoughts that differ from theirs. Furthermore, when Ken takes Sophie into the library, Sophie describes the books as having “no room to breathe” (6). Like the books, Sophie is suffocated by her parent’s expectations leaving her with no space to “breathe” and be herself. She cannot do anything without acknowledging their wants and expectations of her. Sometimes the simple fact that Sophie is a seven-year-old child is

Amanda felt that she never tried to compose music because of the pressure to learn how to play an instrument: “we didn’t enjoy it: I think it was just forced on us that none of us ever picked it [composition] up...” Two other teachers remembered siblings’ composition attempts. Deirdre recalled: “My brother kinda maybe did a bit of song-writing, but he wouldn’t be […] very professional or anything.” It seems that siblings’ composing at home did not have a clear influence on these teachers’ confidence or attitudes to teach composition in the same way Apfelstadt (1989) described the influence of siblings singing at home. Jill was the only teacher who mentioned childhood composition pursuits: “I did write my own little songs, but I think I did them with the letters not the [notes]…” She was the only teacher in this study who felt confident teaching composition: whether or not her composition pursuits as a child influenced her current confidence, cannot be confirmed for

Sure I had the love of my family, but it was difficult going to school feeling alone. But in the eleventh grade, I connected with some people in my classes, that I have the most wonderful friendships with. I sometimes feel as though that they are my sisters at times, when we are hanging out with each other.

So I redirected my disappointment and decided to excel at summer school. I did my homework everyday, I payed attention, and I actually gained an understanding of the material I was learning. I went as far to ask my parents to give me a tutor to be certain I had no excuses. And now in my senior year in highschool my grade never dropped below a B. Refusal to fail is now in my