Dr. Seuss Otherness
Task A: “Otherness”
“The Other,” retrieved from one of the websites through the course study states that “The Other” is an individual who is perceived by the group as not belonging. It can take the form of a different race, nationality, religion, social class, or sexual orientation. It is summarized as “The Other” lacks essential traits that the group at large has. “The Other” may be doomed forever to remain separate.
Dr. Seuss gave a great example with his poem “The Sneetches” which summarized what “otherness” means, separating an individual to what they have or not have. The star-bellied sneetches had more and bigger stars so they ignored the plain-bellied sneetches, who had little or none.
Another great example is …show more content…
through the movie, In Time directed by Andrew Niccol. This movie portrayed “otherness” with having more or less time. The wealthy people have more time to live, while the poor are fighting for more time by working and trading for time. Again, it represents separating individuals with what they have or not have.
Task C: Literary Work: “The White House” by Claude McKay
In this poem, “otherness” is represented because division of an individual is evident. This poem symbolized politics and the nature of it. To get ahead in life, you need to be “somebody” to make changes occur. Otherwise the doors of the White House are shut in your face. Also, in order to be heard, you need to be a person with great knowledge, whereas, the author states in the poem that he needs to search for wisdom every hour indicating a separation between a person who is well rounded and educated to one that is not. Politicians will listen to one that “knows” what they are talking about verses to one that does not.
The author of this poem is portrayed as angry and upset about “The White House”, showing “otherness”. The author feels this way because he feels that politics is forgetting about the common, everyday person. The author deals with this anger by having a strong sense of pride. The last line in this poem, “Against the potent poison of your hate” indicates the hate that politicians have for a certain group-one person alone is powerless, while the “certain” group, which are large amounts of people have a voice more likely to be heard.
The “other” in this work is pointing at the common people.
The common people who are everyday people rely on work, validation, and schooling to make it through the day. These people may not be as well known as celebrities, well- renowned lawyers, doctors, politicians, or people with wealth. The “other” in this poem are people who may not be as educated as others. The “other” may also be an individual standing alone, not with a large group.
What makes these people “others” rely on many variables. The first variable is the individual of oneself versus a large group versus a well known person. Wealth is also another variable. When a person with wealth presents oneself, they will be more likely to succeed and listened to, whereas, the “other” in this poem are the common people who are middle classmen or the poor. The last variable is the fact of knowledge. The “other” in this poem are people who are not as knowledgeable as one who is about the subject matter. Hence, one is to seek out knowledge every …show more content…
hour.
Task D: “Otherness” in the classroom
If I was a teacher in the classroom and noticed “otherness”, it could be segregated and divided by a student who is homeless. A student who comes to school in need of clothes, food, supplies, good hygiene, and a place to call “home” could be alienated by their classmates. A student who speaks another language could be classified as “otherness” as well. Others could include the color or race of a student. I believe students today are more accepting towards the race of a student, whereas they wouldn’t have been years ago. Chinese, Vietnamese, Korean, Japanese, Hispanic cultures are just a few that could be evident of “otherness”. Wealth is also another factor of “otherness” in the classroom. Wealth can separate a student from another by the things that they have or not have. A student who is advance in his/her academics versus a student who is far below grade level is also another factor of “otherness”.
Some of the things a teacher could identify “otherness” by are by a student’s appearance.
A student who has not had enough sleep or food could have their learning be affected. The student may look or feel tired. If a student has poor hygiene, I could identify this student by not brushing his/her hair or teeth. The student could have an odor to him/her that could smell. A teacher can identify if a student speaks another language by the understanding of communication between the student and teacher. If the student is not responding to the language spoken, then I would be able to identify that the student is not fluent in the English language. The student may signal without talking. Also, the student’s culture could be different from the other students. The student may not look at the teacher when the teacher is speaking due to culture. The student may not wait his/her turn due to their culture. The student may eat different kinds of food due to the student’s culture. I would be able to identify “otherness” by what a student wears. If a student is wearing designer wear versus regular wear, then it would be evident that the student comes from wealth. I can also identify “otherness” through wealth if a child is being drop off by a nice vehicle or
not. Another identification of “otherness” is determining a student who is above grade level to one that is below by his/her understanding of the curriculum and how fast his/her fluency should be. If the student’s state and benchmark scores match the grade he/she should be at.
I could assist a student who is experiencing “otherness” by making sure that the student is safe and comfortable at school. If the student is homeless and is in need of clothing, food, supplies, sleep, or hygiene needs, I would make sure I spoke to the parents to ensure that I am here to help and make them feel comfortable and to feel safe. I would talk to my Administrator to see if there are any programs available for needy students and families. I would invite colleagues to donate items that the student needs to help them with all of variables that hinder learning. My student who spoke a different language and need extra assistance for communication could benefit in an intervention program at school or a buddy to help. I would assist this student by incorporating English Language Development daily in my plans to help ensure that the student learns the language needed to advance. I would invite this student who spoke a different language to bring in items relating to his/her culture to share with the class to make him/her feel comfortable and inviting. I could assist this student who shows “otherness” through academics by doing small group interventions to work on one on one academic skill. I would collaborate with my team mates and other teachers at school to find ways to help this student who is struggling. On the other note, I could also assist students who need to be challenge by differentiating their work and apply different strategies for higher level thinking skills.
APA Resources:
Geisel, T.S. (1961). The Sneetches and Other Stories. Random House.
The other. (2010), Retrieved from http://academic.brooklyn.cuny.edu/english/melani/cs6/other.html
Andrew Niccol (Diretor & Writer). (2011). In Time [Motion picture]. United States: Paramount Pictures.
McKay, Claude (1922) “The White House,” Retrieved from http://www.poets.org/viewmedia.php/prmMID/15248
“The Other,” retrieved from one of the websites through the course study states that “The Other” is an individual who is perceived by the group as not belonging. It can take the form of a different race, nationality, religion, social class, or sexual orientation. It is summarized as “The Other” lacks essential traits that the group at large has. “The Other” may be doomed forever to remain separate.
Dr. Seuss gave a great example with his poem “The Sneetches” which summarized what “otherness” means, separating an individual to what they have or not have. The star-bellied sneetches had more and bigger stars so they ignored the plain-bellied sneetches, who had little or none.
Another great example is …show more content…
through the movie, In Time directed by Andrew Niccol. This movie portrayed “otherness” with having more or less time. The wealthy people have more time to live, while the poor are fighting for more time by working and trading for time. Again, it represents separating individuals with what they have or not have.
Task C: Literary Work: “The White House” by Claude McKay
In this poem, “otherness” is represented because division of an individual is evident. This poem symbolized politics and the nature of it. To get ahead in life, you need to be “somebody” to make changes occur. Otherwise the doors of the White House are shut in your face. Also, in order to be heard, you need to be a person with great knowledge, whereas, the author states in the poem that he needs to search for wisdom every hour indicating a separation between a person who is well rounded and educated to one that is not. Politicians will listen to one that “knows” what they are talking about verses to one that does not.
The author of this poem is portrayed as angry and upset about “The White House”, showing “otherness”. The author feels this way because he feels that politics is forgetting about the common, everyday person. The author deals with this anger by having a strong sense of pride. The last line in this poem, “Against the potent poison of your hate” indicates the hate that politicians have for a certain group-one person alone is powerless, while the “certain” group, which are large amounts of people have a voice more likely to be heard.
The “other” in this work is pointing at the common people.
The common people who are everyday people rely on work, validation, and schooling to make it through the day. These people may not be as well known as celebrities, well- renowned lawyers, doctors, politicians, or people with wealth. The “other” in this poem are people who may not be as educated as others. The “other” may also be an individual standing alone, not with a large group.
What makes these people “others” rely on many variables. The first variable is the individual of oneself versus a large group versus a well known person. Wealth is also another variable. When a person with wealth presents oneself, they will be more likely to succeed and listened to, whereas, the “other” in this poem are the common people who are middle classmen or the poor. The last variable is the fact of knowledge. The “other” in this poem are people who are not as knowledgeable as one who is about the subject matter. Hence, one is to seek out knowledge every …show more content…
hour.
Task D: “Otherness” in the classroom
If I was a teacher in the classroom and noticed “otherness”, it could be segregated and divided by a student who is homeless. A student who comes to school in need of clothes, food, supplies, good hygiene, and a place to call “home” could be alienated by their classmates. A student who speaks another language could be classified as “otherness” as well. Others could include the color or race of a student. I believe students today are more accepting towards the race of a student, whereas they wouldn’t have been years ago. Chinese, Vietnamese, Korean, Japanese, Hispanic cultures are just a few that could be evident of “otherness”. Wealth is also another factor of “otherness” in the classroom. Wealth can separate a student from another by the things that they have or not have. A student who is advance in his/her academics versus a student who is far below grade level is also another factor of “otherness”.
Some of the things a teacher could identify “otherness” by are by a student’s appearance.
A student who has not had enough sleep or food could have their learning be affected. The student may look or feel tired. If a student has poor hygiene, I could identify this student by not brushing his/her hair or teeth. The student could have an odor to him/her that could smell. A teacher can identify if a student speaks another language by the understanding of communication between the student and teacher. If the student is not responding to the language spoken, then I would be able to identify that the student is not fluent in the English language. The student may signal without talking. Also, the student’s culture could be different from the other students. The student may not look at the teacher when the teacher is speaking due to culture. The student may not wait his/her turn due to their culture. The student may eat different kinds of food due to the student’s culture. I would be able to identify “otherness” by what a student wears. If a student is wearing designer wear versus regular wear, then it would be evident that the student comes from wealth. I can also identify “otherness” through wealth if a child is being drop off by a nice vehicle or
not. Another identification of “otherness” is determining a student who is above grade level to one that is below by his/her understanding of the curriculum and how fast his/her fluency should be. If the student’s state and benchmark scores match the grade he/she should be at.
I could assist a student who is experiencing “otherness” by making sure that the student is safe and comfortable at school. If the student is homeless and is in need of clothing, food, supplies, sleep, or hygiene needs, I would make sure I spoke to the parents to ensure that I am here to help and make them feel comfortable and to feel safe. I would talk to my Administrator to see if there are any programs available for needy students and families. I would invite colleagues to donate items that the student needs to help them with all of variables that hinder learning. My student who spoke a different language and need extra assistance for communication could benefit in an intervention program at school or a buddy to help. I would assist this student by incorporating English Language Development daily in my plans to help ensure that the student learns the language needed to advance. I would invite this student who spoke a different language to bring in items relating to his/her culture to share with the class to make him/her feel comfortable and inviting. I could assist this student who shows “otherness” through academics by doing small group interventions to work on one on one academic skill. I would collaborate with my team mates and other teachers at school to find ways to help this student who is struggling. On the other note, I could also assist students who need to be challenge by differentiating their work and apply different strategies for higher level thinking skills.
APA Resources:
Geisel, T.S. (1961). The Sneetches and Other Stories. Random House.
The other. (2010), Retrieved from http://academic.brooklyn.cuny.edu/english/melani/cs6/other.html
Andrew Niccol (Diretor & Writer). (2011). In Time [Motion picture]. United States: Paramount Pictures.
McKay, Claude (1922) “The White House,” Retrieved from http://www.poets.org/viewmedia.php/prmMID/15248