The author of the Withered Arm Essay Example for Free

The author of the Withered Arm Essay In this assignment, I am going to discuss how Thomas Hardy makes the incredible events appear credible. To do this I will be examining: the historical contents of the story, with the language used, together with the way the story was structured and by the way that the characters relate to each other. I will also be examining the moral attitudes of when the story was written. Which will enable me to show how it was possible for Hardy to make the advents appear credible. The Withered Arm is an example of prose. Prose is speech or writing without rhyme or metre (Collins Dictionary), as opposed to verse, which is stanza or short subdivision of poem or the Bible, (Collins Dictionary). The story was written in 1888, and set around the 1820s within a rural community. Hardy refers to this period in time by writing the Enclosure Acts had not taken effect (p19), which occurred in 1836 and when he refers to a boy due to be hung, he writes only just turned eighteen, and only present by chance when the rick was fired (p21). This again indicates the date was around this period as the gradual reforms of the Penal Codes came into effect by 1861, which meant that only serious crimes such as treason and murder carried the death penalty (mastering econ social history). Hardy adds realism to the story in several ways. He uses his vast knowledge of the mass changes within the rural areas during this period, for example: Egdon was much less fragmentary in character than now and farmers wives rode on horseback then more than they do now (p19). With what appears to be direct speech from a third party narrator, he also adds factual event such as tis sold by the inch afterwards (p19) as this is where the expression of money for old rope stems from and dates back to when the hangman would sells inch long souvenirs after the execution (www. rootsweb). This not only adds to the authenticity of the story, but also leads the reader into believing it is a factual account rather than a fictional story. Hardy also adds to the possibility of the story being credible by establishing the history and preconceived ideas of the characters through the milkmaids. This is done by the milkmaids talking not only in slang but also using local dialect such as pinking and milchers (p2) which would only be relevant within the countryside, they also refer to the farmer as he (p1), which would indicate that the farmer has social standing. This is then confirmed when we are introduced to Rhoda and learn that her isolation from the rest of the milkmaids was due to her having a child out of wedlock with the farmer. This is illustrated within the text by: milked somewhat apart from the rest and their course lay apart from that of the others, to a lonely spot high above the water-meads (p2). Although the milkmaids seem to have some compassion for Rhodas plight, the following conversation: Tis hard for she and He hant spoke to Rhoda Brook for years (p2) seems to have been contrived to show that due to the differences in class, Rhoda has been forced to solely take the burden of the affair which was a typical Victorian attitude towards the morals of unmarried mothers. In addition to this, by the use of dramatic irony as well as the complex relationship between Farmer Lodge and Rhoda, Hardy is able to strengthen any sympathies the reader may feel for Gertrude. This is established when, the Farmer refuses to acknowledge the boy in town and we can see by the conversation that he has with his new wife, that he has no intension of divulging his secret: one of the neighbourhood. I think he lives with his mother a mile or two off (p4). Again giving credence to Gertrudes vulnerable nature at being the only person who does not know about the affair. Hardy also uses the descriptions of the two women to support the incredible elements of the story. Rhoda and Gertrude are not only given contrasting personalities but psychical appearances as well, whereas Gertrude is described as: Her face too was fresh in colour, but it was of a totally different quality soft and evanescent, like the light under a heap of rose-petals (p4). The contrast of Rhodas description is: pale cheek, and made her dark eyes, that had once been handsome (p3). Gertrude is seen to be quintessential, which is reinforced with in the text by not only using adjectives such as youthful, but also by being referred to colour and light (p2). However, the adjectives that are used to descript Rhoda are dull, fading and she is always referred to in declining light (pg 4-5). As Rhoda, is depicted as having many undesirable qualities, this makes it easier for the reader to assume the side of Gertrude. Believing that due to Rhodas jealousy, she would be able and indeed want too afflict some harm to the new bride: This innocent young thing should have her blessing and not her curse (p8). Again by using the prejudices of this era Hardy, is able to add further credibility to the story. He does this by showing Rhodas own sense of guilty at the deterioration of Gertrude arm: the sense of having been guilty of an act of malignity increase, affect as she might to ridicule the superstition (p10). However, it appears that Rhodas guilty stems from the time that she fell pregnant with her son and the change in attitudes towards her from the villagers: she knew that she had been slyly called a witch since her fall (p9) and that there must exist a sarcastic feeling among the work-folk that a sorceress would know the whereabouts of the exorcist. They suspected her, then. (p11). Through the structure of the story, Hardy is able to continue to infuse the incredible ideas of Witchcraft and curses with realty. With references such as: the surgeon had not seemed to understand the afflicted limb at all (p10). This could have been an indication of the lack of medical knowledge at the time. However, the reader is mislead into believing it is due to it being cursed. This is also reinforced by Farmer Lodges reaction: as if some witch, or the devil himself, had taken hold of me there, and blasted the flesh (p10). By the clever use of literate devices, such as last desperate effort at deliverance and turn the blood (p16); along with the limited information given to the reader in each of the chapters and suggestive headings such as A Vision (6), Hardy is able to increase not only the tension within the story but also ensure that the reader only focuses on the supernatural aspects. Additionally, the use of linear writing allows Hardy to create real life validity, for the characters. When the reader rejoins the Lodges it is evident that they have both under gone huge personal and psychical changes: married experience sank into prosiness, and worse (p14). Farmer Lodge has become: gloomy and silent (p14). He attributes the decline in his married as judgement from heaven upon him (p15), for the affair he had with Rhoda. This again would be another indication of the morals of the era. Gertrude is now described as: the once blithe-hearted and enlightened Gertrude was changing into an irritable, superstitious woman (p15). With many references to her desperate attempts to cure her affliction: She named to him some of the hundred medicaments and counterspells which she had adopted from time to time (p16). Once again Hardy gives the reader the sense of unjustness that has be felled Gertrude, by allowing them to know that it was Rhoda Brooks who had blighted the Lodges married life by inflicting this curse on her: for the indistinct form he had raised in the glass had undoubtedly resembled the only woman in the world who as she now knew, though not then could have a reason for hearing her ill-will (p15). By using the deterioration of their relationship, Hardy again adds to the credibility of the story, so when Conjuror Trendle tells Gertrude that: you must touch with the limb the neck of a man whos been hanged and It will turn the blood (p16). Although this appears incredible to the reader, we can see that Gertrude is now a desperate superstitious women, who is willing to try anything to rid herself of her affliction and win back her husbands affections: And then she thought of the apparent cause If I could only again be as I was when he first saw me (p15). Credibility is also added by way of the climax of the story. Hardy begins to limit the readers focus, as the tension is built. By Hardy now only writing of Gertrude, he is able to concentrate on her actions and behaviours: Turn her head she would not and her knees trembling so that she could scarcely walk (p23). Thus ensuring that the reader has no or indeed very little thought of the other main characters. Hardy again is able to add credibility to the story in the way he describes the execution: the execution was over; but the crowd still waited to see the body taken down (p23). This suspends the reader with the thoughts will she, wont she? and not a thought for the young boy. However, by concluding the story the way he does: Immediately Brook had loosened her hold the fragile young Gertrude slid down against the feet of her husband (p23) she never reach home alive (p24), Hardy leaves the reader with the sense of pity at Gertrudes troubled life and not that she had in fact become the epitome of Rhodas dream: This is the meaning of what Satan showed me in the vision! You are like her at last! (p23). Hardy centres the story on the incredible events of the dream; he is able to add credibility to this by using powerful imagery such as: eyes peered cruelly into her face and the incubus, still regarding her, withdrew to the foot of the bed (p7). Also by choosing words like phantom, ghastly, spectre and vision, this adds to the connotations that it involves the supernatural. This is validated by the fact that Rhoda can still feel the affects of the dream the next day: her hand had not calmed even yet, and still retained the feel of the arm (p7). In addition to this, Hardy adds the coincidences of the boy hearing the disturbance and Gertrudes sudden affliction which all occurred simultaneously. This reference by: she had named the night and the hour of Rhodas spectral encounter, and Brook felt like a guilty thing. The artless disclosure startled her she did not reason on the freaks of coincidence and all the scenery of that ghastly night returned with double vividness to her mind (p9). Which leads the reader into believing that this was more than a dream. To conclude, I believe that Hardy was able to make the incredible appear credible, by setting the story sixty years before it was written. This was a time of great social and economic changes and until Darwins theory of Evolution, which was published in 1859. (The Origin of Species). It was commonly thought that God had the divine right of birth. The church played an important part in the lives of both the rich and the poor, sermons would preach evil and Satan, giving people superstitions and the belief in witches and the supernatural. Hardy was also able to play the ignorances of peoples knowledge of the countryside to add authenticity. Even today the reader can believe in its credibility, as there is still a fascination with the supernatural and the unknown. Bibliography Collins, Shorter Dictionary and Thesaurus, Published 1999, St Helens Darwin, Charles, The Origin of Species in 1859, 11/09/03 http://www. nettlesworth. durham. sch. uk/time/victorian/vpeople. html, Some Important People of Victorian Times. Hardy, Thomas, A Withered Arm. 25/02/02, http://www. adrianfox. demon. co. uk/lit/wither/wither. htm Taylor, David, Mastering social and economic History, Macmillan Master Series, Published 1988 Whats the Meaning of this? , 10/18/02, http://www. rootsweb. com/~genepool/meanings. htm.

Fictional Newspaper Article about Medevial Tournaments -- essays resea

The Medieval Joust This morning I witnessed a tournament held in town. As I was watching I realized that I wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t exactly certain about all the rules. This is why I decided to write this article about the history, rules, and guidelines of this riveting sport. The words "tournament" and "joust" are frequently used interchangeably. Strictly speaking "joust" describes single combat between two horsemen. "Tournament" refers to mounted combat between parties of knights, but also is used to refer to the whole proceeding. The first written tournament guidelines are credited to a Frenchman named Geoffroi de Purelli in 1066. I would have interviewed this man but he was unfortunately killed, ironically in one of these very tournaments for which he made rules. Jousting is a way of gaining respect. It is what is done when there is no war to fight. Jousting is essentially a way of à ¢Ã¢â€š ¬Ã…“playingà ¢Ã¢â€š ¬? war. Tournaments were, at first, merely battles arranged on some pretext at an appropriate appointment between parties of knights. From these bloody conflicts there developed the tourn... Fictional Newspaper Article about Medevial Tournaments -- essays resea The Medieval Joust This morning I witnessed a tournament held in town. As I was watching I realized that I wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t exactly certain about all the rules. This is why I decided to write this article about the history, rules, and guidelines of this riveting sport. The words "tournament" and "joust" are frequently used interchangeably. Strictly speaking "joust" describes single combat between two horsemen. "Tournament" refers to mounted combat between parties of knights, but also is used to refer to the whole proceeding. The first written tournament guidelines are credited to a Frenchman named Geoffroi de Purelli in 1066. I would have interviewed this man but he was unfortunately killed, ironically in one of these very tournaments for which he made rules. Jousting is a way of gaining respect. It is what is done when there is no war to fight. Jousting is essentially a way of à ¢Ã¢â€š ¬Ã…“playingà ¢Ã¢â€š ¬? war. Tournaments were, at first, merely battles arranged on some pretext at an appropriate appointment between parties of knights. From these bloody conflicts there developed the tourn...

I Know Why the Caged Bird Sings Essay

I Know Why the Caged Bird Sings: Inappropriate Tool for School In today’s society, more and more inappropriate material is becoming acceptable. Children are becoming more comfortable with bad language, corrupt movies, and offensive books as they are exposed to this material more frequently. The age they begin to learn about violence, drugs, and sex is lower than ever before. Today’s generation seems to be more experienced and knowledgeable about these shockingly crude things than most adults! Parents can not stop this maturing all together; however, they can slow it down by monitoring their children. It is a parent’s right to know what their child is learning, in case it goes against their family’s views. A parent should be completely comfortable with what their child is being taught in school. I Know Why the Caged Bird Sings is a book that most parents do not feel comfortable with. Due to many inappropriate scenes and language, this book has been frequently challenged by parents and authority, being the third most challenged book in the 1930’s and 1990’s (Baldassarro). These shocking passages could offend and hurt some children; however, the book does have some redeeming qualities–if the reader is mature enough to appreciate and understand them. Therefore, I Know Why the Caged Bird Sings should be allowed in libraries for those few who can really appreciate it’s merit, but should be restricted because it is not appropriate for all children. I Know Why the Caged Bird Sings has a legal history as it is frequently challenged and therefore should be restricted. The book’s graphic depiction of childhood rape, racism, and sexuality has caused it to be challenged or banned in many schools and libraries. I Know Why the Caged Bird Sings has had thirty-nine public challenges or bans since 1983 (Baldassarro). For example, in Kansas parents were uncomfortable with the book and attempted to ban it based on the â€Å"vulgar language, sexual explicitness, and violent imagery that is gratuitously employed† (Baldassarro). It was challenged for being on a Maryland high school reading list in 2001 because of its sexual content and foul language; it was banned for language and being too explicit in the description of rape and other sexual abuse in 2002; It was challenged in 2003 as required reading in Montana due to sexual exploration by teenagers, rape and homosexuality; and finally, it was challenged in  Virginia school l ibraries by the group Parents Against Bad Books in Schools for â€Å"profanity and descriptions of drug abuse, sexually explicit conduct and torture.† 2005 resulted in a banning due to racism, homosexuality, sexual content, offensive language and being unsuitable for the age group (Baldassarro). With so many challenges and bans, one can see how controversial I Know Why the Caged Bird Sings is. This book has been challenged for years, always offending parents as they find the material unacceptable. People usually only take the time to challenge a book if they feel strongly about it’s content. Going to court takes a lot of time and effort and obviously these parents are very uncomfortable with their children being exposed to this material. Therefore, due to it’s history in court, I Know Why the Caged Bird Sings is not appropriate for children and should be restricted in schools. I Know Why the Caged Bird Sings should be restricted because it contains many inappropriate scenes and a lot of crude language. For example, the main character, Maya, is referred to as a â€Å"pretentious little bitch† in one of the openi ng scenes. There are many other shocking words and phrases used throughout the book such as â€Å"nigger†, â€Å"shit†, â€Å"sex†, â€Å"titties†, â€Å"pubes†, â€Å"whore†, â€Å"hell†, â€Å"pervert†, â€Å"queer†, and â€Å"vagina† (PABBIS). At times, these words are unnecessary and take away from the overall merit of the book. Even if children in high school hear these things everyday from their peers, it is inappropriate for the students to hear them in a classroom setting. These words and phrases can make some kids uncomfortable and distract from their learning (Boudreau). In addition to the language, there are shocking scenes in this book as well. For example, the main character gets molested by her stepfather at eight years old, and vividly describes the experience: I awoke to a pressure, a strange feeling on my left leg†¦ it was his ‘thing’ on my leg. He said, ‘Just stay right there, I ainâ €™t gonna hurt you.’ I wasn’t afraid I knew that people did ‘it’ and they used their ‘things’ to accomplish the deed†¦ Mr. F. put his hand between my legs. He threw back the blankets and his ‘thing’ stood up like a brown ear of corn. He took my hand and said ‘Feel it.’ It was mushy and squirmy like the inside of a freshly killed chicken. He slowly dragged me on top of his chest. His right hand began moving so fast and his heart was beating so hard that I was afraid he would die. Finally he was quiet, and then came the nice part. He held me softly.. Then he rolled over, leaving me  in a wet place and stood up†¦he said, ‘do you love your [brother]?†¦ If you ever tell anyone what we did, I’ll have to kill [him].’ (Angelou 72) This scene is absolutely inappropriate. It goes into too much detail and can even make adults uncomfortable. And worse, there are more scenes like this, including another rape, a murder, and prostitution. Children should not be exposed to this type of behavior unless they are mature enough to handle it and most children are not (Boudreau). With such explicit material in I Know Why the Caged Bird Sings, it is not appropriate to be read in a school set ting. Students should not be forced to read this book in a classroom because it could offend and hurt some people with already low self esteem. Low self esteem is a very serious issue facing the majority of today’s teenagers.There are problems with depression, anorexia, and low self-esteem as teenagers desperately hope to look like someone else, or have what others have (Brothers). In I Know Why the Caged Bird Sings, the main character, Maya, always hates herself as well. For example, she â€Å"longed for whiteness: white skin, blonde hair, decent clothes, and simple recognition† (Fox-Genovese 37). Maya always hoped for what she could not have, never being content with what she was given in life. This is not a good example for teenagers in this day-and-age to be looking up to or reading about. This shows kids that not accepting themselves is okay. Also, although this book is written to show the racism of the time period, it offends people of different colors. They feel bad about themselves as Maya always believed she had â€Å"the wrong hair, and the wrong legs, but also the wrong face. She was the wrong color† (Smith 51). This phrase has a very negative connotation, using the word â€Å"wrong† to describe a skin color. This hurts kids of color who already struggle with their race and their own self-image. Also, throughout I Know Why the Caged Bird Sings the word â€Å"nigger† is used very often. Nigger was an informal slang word used by slave owners in reference to blacks. It derived from the word â€Å"negro.† Slave owners used the word to refer to their slaves so that they did not have to dignify them with a real name. It is considered insulting to black people because it is a symbol of the way they used to be treated and it can â€Å"signify that they are undeserving of a birth-given name, simply because their skin is dark† (Barns). The frequent use of this word in I Know Why the Caged Bird Sings can still seriously offend someone of color. This book can definitely hurt  or offend people with already low self-esteem and therefore should not be read in schools. Despite this bad material, I Know Why the Caged Bird Sings has some redeeming qualities for the mature reader. Because this book is an autobiography, it makes it more relatable because the events actually happened. Angelou wrote this book to â€Å"probe her identity, to stop lying to herself to cover her fear. She turns to her pen to atone for past falsities and to acknowledge the truth about herself† (Fox-Genovese 37). Angelou was brave enough to share her own story with the world, and a mature reader could recognize and appreciate this. The fact that it is an autobiography creates a stronger effect as the reader can picture the story actually happening in real life (Didion 34). Since Angelou lived through it, this book is a rare piece of social history of the time and a personal look into the lives of all African Americans when â€Å"they were forced to face the continuation of slave mentality and racism† (Bloom 16). But, as it adds to the story for those mature readers, it also can make the book less fit for reading. If the reader is already uncomfortable with the storyline, the fact that it actually happened can unsettle the reader even more, but if the reader can handle it, the fact that it is an autobiography adds merit. The way that Angelou â€Å"introduces herself as Maya, a ‘tender-hearted’ child, allows her story to range in an extraordinary fashion along the field of human emotion,† allowing the mature reader to connect with the characters easier (Kelly 24). Ernece B. Kelly recognizes that this book may not have excellent syntax, but that it makes up for the lack thereof with â€Å"the insight she offers into the effects of the social conditioning on the lifestyle and self-concept of a black child† growing up in the South in the 1930’s (24). Despite it’s inappropriate content, I Know Why the Caged Bird Sings definitely has some literary merit, giving the reader hands on knowledge of what truly happened during that time period. But, the reader would have to be mature enough to look past the inappropriate material to truly appreciate the novel. For a sophisticated reader, I Know Why the Caged Bird Sings is full of redeeming qualities. I Know Why the Caged Bird Sings can offer some insight and knowledge for  some steady readers, but can offend and hurt others who are not ready for it. Therefore, it should be allowed in libraries, for the few who will understand and appreciate it’s input, but it should not be on a required or suggested reading list. This society attempts to â€Å"turn a blind eye to actual events which it deems too troubling to admit to, let alone deal with† (Baldassarro). This book is about real situations that actually affected real people and real lives. By banning this book altogether, schools would be covering up the truth and pretending it never happened. Therefore, the book must be available in the library to any student who is interested in reading it on their own time. Schools however, cannot require I Know Why the Caged Bird Sings as a class reading assignment. Despite the literary merit, there are too many students that are not ready to overlook it’s shocking language and detailed scenes. It should be up to the individual student and their parents whether or not they are ready to read and understand this book. A teacher can never assume that a student can handle such a book and by assigning this book, a teacher is assuming that all their students are prepared for the inappropriate material, which is usually not the case. Schools must find middle ground, being careful not to offend anyone. Therefore, to make the book available to those who will appreciate it, I Know Why the Caged Bird Sings will be in the library, but to protect those who are not ready, the book will not be assigned in a classroom. I Know Why the Caged Bird Sings should be available in libraries for those few who can appreciate it’s merit, but should not be assigned because it is very inappropriate. This book has been challenged almost forty times by passionate parents. It contains crude language and horrid scenes that are not appropriate for children to be reading. This book is a bad example for teenagers with already bad self-image as the main character struggles with self esteem as well. Despite these drawbacks, I Know Why the Caged Bird Sings does have some redeeming qualities. Because it is an autobiography, the reader has a better insight into her life during this time period. Because this book can teach some mature readers that are willing to look past the shocking material, I Know Why the Caged Bird Sings should be available in libraries. But because of the offensive, inappropriate material, this book cannot be read in classrooms. This compromise will make  parents more comfortable as they can control what their child is learning. This control can be important in today’s society as children are becoming more and more accepting of inappropriate material.

Set up Your Elementary School Classroom for the First Day of School

With the start of each school year, teachers get a fresh chance to arrange their classrooms for a new group of students. Every choice you make sends a message to your students, their parents, and anyone who visits your classroom. Through furniture, books, learning stations, and even desk placement, you communicate the values and priorities of your class. Follow these steps to deliberately maximize the organization and efficiency of your classroom set-up. What You Need Classroom furniture (desks, chairs, bookshelves, etc.)Textbooks and reading books for the class libraryPosterboard for sharing class rules and other key informationAn alphabet/handwriting poster for easy student referenceMaterials for decorating bulletin boards (butcher paper, die cut letters, etc.)School supplies (paper, pencils, dry erase markers, erasers, scissors, and more)Optional: Computers,  class pets,  plants, games 1. Decide How to Place Student Desks If you are going to emphasize cooperative learning on a daily basis, youll probably want to move the student desks into clusters for easy discussion and collaboration. If you want to minimize distractions and chatting, consider separating each desk from the one next to it, leaving a little buffer space to discourage misbehavior. You could also place the desks in rows or semi-circles. Whatever you choose, work with the room and materials you have, leaving plenty of aisle space for you and the students to move around with ease. 2. Strategically Place the Teachers Desk Some teachers use their desks as a central command station, while others use it primarily as a paper pile repository and rarely sit down to work there. Depending on how your desk functions as part of your teaching style, choose a spot where your desk will meet your needs. If its very messy, consider placing it in a less conspicuous spot. 3. Determine What Belongs up Front Since students spend most of their days facing the front of the classroom, be very deliberate about what you place on the walls up front. Perhaps you want to emphasize discipline by placing the class rules on a prominent bulletin board. Or maybe theres a daily learning activity that requires easy-to-view space that all students can see. Make this prime time space engaging, but not distracting. After all, all eyes should be on you, not necessarily a colorful explosion of words and images that distract from the core instruction at hand. 4. Organize Your Class Library Just like a public library, your classroom book collection should be organized in a logical manner that will be easy for the students to maintain throughout the school year. This could mean sorting the books by genre, reading level, alphabetical order, or other criteria. Labeled plastic bins work well for this. Also consider providing a little comfortable reading space for students to lounge with their books during silent reading time. This could mean some inviting bean bag chairs or a dedicated reading rug. 5. Set Aside Space for Your Discipline Plan Its wise to post your class rules in a prominent spot for all to see each day of the school year. That way, theres no opportunity for argument, miscommunication, or ambiguity. If you have a sign-in book or flip chart for rule offenders, set up a station for this activity. Ideally it should be in an out-of-the-way spot where curious student eyes cant easily stare as a rule-breaking student signs in, flips the card, or otherwise does his or her penance. 6. Plan for Student Needs   Make sure basic school supplies are strategically placed for easy student access. This may include various types of writing paper, sharpened pencils, markers, erasers, calculators, rulers, scissors, and glue. Organize these materials in one clearly-delineated part of the classroom. 7. Define the Role Technology Plays in Your Classroom Placement of your computer center communicates the role technology plays in your teaching. If you aim for a more traditional approach to instruction with technology as an occasional compliment, the computers likely belong in the back of the room or a cozy corner. If you integrate technology into most of the lessons, you might want to mix the computers in throughout the room so theyre easily accessible. This is a personal choice based on your beliefs about teaching in the 21st Century in combination with how available technology is on your campus. 8. Express Yourself Through Bulletin Boards Almost every elementary school classroom has bulletin boards on the walls, requiring themes, displays, and regular rotation. Consider designating one or two bulletin boards as seasonal, and thus focus on keeping those boards timely and relevant to current holidays, instructional units, or class activities. Make it easy on yourself by keeping the majority of the bulletin boards evergreen and constant throughout the school year. 9. Sprinkle in Some Fun Stuff Elementary school is primarily about learning, for sure. But its also a time for fun personal touches that your students will remember for a lifetime. Think about having a class pet and make space for cages, food, and other required materials. If a pets not your style, place a few houseplants around the room to add life and a touch of nature. Make a game center for educational activities that students can use when finished with their work. Pop a couple personal photos from home on your desk to express your interests and personality. A little bit of fun goes a long way. 10. Minimize Clutter and Maximize Functionality Before your new students (and their parents) enter the classroom on the first day of school, take a look around your classroom with fresh eyes. Are there any little piles that could be put into a cupboard to tidy up? Does each part of the room serve a clear, functional purpose? What messages are you sending with your classrooms overall appearance at first glance? Make tweaks as necessary. Check out your colleagues classrooms Visit the classrooms of other teachers on your campus for ideas and inspiration. Talk to them about why they made certain organizational decisions. Learn from their mistakes, and dont be shy about copying any brilliant ideas that will work with your teaching style and resources. Similarly, dont feel pressured to adopt any aspects that arent a good fit for your personality or approach. As a gesture of gratitude, share a few of your own best tips with your colleagues. We all learn from each other in this profession. Strike the right balance An elementary school classroom should be engaging, colorful, and expressive. However, dont go overboard and end up more towards the overstimulating end of the spectrum. Your classroom should project a sense of calm, organization, and positive energy, as well as a seriousness about learning. If you gaze around your room and feel overwhelmed by too much color or too many focal points, your students will feel scattered, too. Find a balance between chaotic and stark. Aim for cheery, but focused. Your students will feel the difference each day they walk into the room. Dont be afraid to make changes at any time Once your school year gets underway, you may find that certain aspects of your classroom set-up arent working quite the way you initially envisioned. No worries! Just eliminate any parts that now seem obsolete. Add in the new functionalities you now know you need. Briefly introduce the changes to your students, if necessary. Every so often, reevaluate with a practical, flexible attitude, and your classroom will be a vibrant, organized place for learning all year long.