Personal Narrative The Hungry Caterpillar - 985 Words

Overcoming Learning hasn’t always come easy to me. I have struggled with about everything. If I were to list the two most common ones I struggle with all the time, it would be English class and French class. Now I understand everybody makes a mistake every now and then, but I was one of those people who at one point needed help all the time. In pre-school and kindergarten, I was amazing I knew all my ABC’s. I could even read a basic sentence or two, my favorite book was the â€Å"Hungry Caterpillar†. Toward the end of my kindergarten year my granddaddy got very sick, I started to struggle in school. I even told my teacher to send my work home because I needed to take care of him. I was no longer making the straight A’s and B’s. I kind of just†¦show more content†¦Eighth grade English was a breeze, I sailed right throw it. They helped me so much. I no longer had a big problem with English. A new problem aroused, my problem wasn’t with English now, but it was still a problem with a language. In about ninth grade I started taking French. I took French for many reason, I loved the language and my grandma took it. I had the same French teacher for French one and two. She was a bit off and rude. She would do cartwheels and jump up in the air in class if you got something right, but she would also embarrass you in front of the whole class if you didn’t know the answer. My first day in class it was fun, I understood what was going on. As the year went on in French one, it started to get harder. I didn’t really understand much of what was going on, so I asked questions. My French teacher was kind of like my fourth-grade teacher, if I asked a question she would very rudely explain it. After she would explain it she would say â€Å"I don’t know why you don’t understand, it not hard†. She made that statement a few times to me, I soon just stopped asking questions and just tried my best to pass. I passed French one—just barely—then prayed I wouldn’t get her again. I sadly got her again. French two was much harder. I was forced to spend my afternoons with her, if I wanted to pass the class. Those afternoons were painful, it was like walking on hot sand at the beach. Every afternoon she would burnShow MoreRelatedThe Changing Face of Childrens Literature2610 Words   |  10 Pagesremember the entire timeline of my life, in the form of books. When I was a just an infant and my mother was reading to me for the soothing effect, she often would read the same stories that her mother read to her in the sixties, such as The Very Hungry Caterpillar, by Eric Carle or Alices Adventures in Wonderland, by Caroll Lewis. Then, when I was a toddler soaking up everything like a sponge, my mother got me the Little Golden Book Collection and every Dr. Seuss book she could get her hands on. PerhapsRead MoreChildrens Literature13219 Words   |  53 Pagesinstruction, thus excluding educational textbooks or religious primers. The Middle Ages: 500-1500 During the Middle Ages, children were not highly valued--at least, not by present-day standards. They were thought of as adult members of the family, and personal affection was secondary to the family’s economic well-being. Children, especially if they were poor, spent most of their day laboring and, consequently, few of them could read. In addition, before the introduction of the printing press, books wereRead MoreSantrock Edpsych Ch0218723 Words   |  75 Pagesimportant. Think about your development for a moment. Did you gradually grow to become the person you are, in the slow cumulative way a seedling grows into a giant oak? Or did you experience sudden, distinct changes as you grew, like the change of a caterpillar into a butterfly? (See Figure 2.1.) Continuity in development refers to gradual, cumulative change. 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Part III (1913) consists of Proverbs, narratives, vocabularies and Grammar, the vocabularies being of Awka, OniÄ a (Onitsha), Abo (Aboh), Ivitenu, and á »Å'jà ¡ (the last two being apparently extreme northern dialects). These vocabularies are based on the same list that Thomas uses in his SpecimensRead MoreContemporary Issues in Management Accou nting211377 Words   |  846 PagesNo doubt such abilities reflect Michael’s early grounding in both the practice of accounting and its economic theorization, the former at Ford and the latter initially at the London School of Economics and thereafter as a lifetime endeavour. But personal though his achievements may be, they are also reflective of a wider tradition of significant involvement in the practical sphere by senior British accounting academics. For we must remember that it was Professor Edward Stamp who was one of the first