Jane eyre by charlotte bronte Red Room Essay Example

Jane eyre by charlotte bronte Red Room Essay Example Jane eyre by charlotte bronte Red Room Paper Jane eyre by charlotte bronte Red Room Paper Jane Eyre is a classic romance novel by Charlotte Bronte (in the first person) that was published in 1847; by Smith, Elder Company, London. Charlotte Bronte first published the book as Jane Eyre: an Autobiography under the pseudonym Currer Bell. The protagonist and main character in this novel is Jane Eyre; orphaned at the mere age of one due to the death of both her parents, currently aged ten. When Jane was orphaned, her mothers brother offered to take Jane in and care for her, he then died however before he died he made his wife Mrs. Reed promise to look after Jane as if Jane was her own she agreed. Currently aged 10, Jane lives at Gateshead with: Mrs. Reed, Georgiana, Eliza and John Reed; whom all despise Jane and treat her with confounding cruelty especially John Reed he struck suddenly and strongly Jane feels like an outsider to her family environment `A heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed. ` Bessie chides Jane extensively more than her cousins, also the quote shows that the way Jane feels about herself has been largely influenced by the perception of the other family members. In chapter one Jane had been excluded as a full family member. ` She really must exclude me from privileges intended only for contented, happy, little children. ` As a result Jane slipped in the breakfast-room that adjoined the drawing-room and possessed herself a book which she began to read; Bronte shows Janes character as very independent and mature for her age, it shows she has a mind of her own also it shows she does not give up and is not easily defeated. During Victorian times children who were orphaned with no money, being at the mercy of their benefactors, usually looked at life as being a constant struggle as there were not many choices one could make to guarantee survival and were often seen as obligated to follow the orders of their benefactors; do as they were told and look up to the rest of the family because the orphan was now dependent. At the end of chapter 1 Jane tries to remain unnoticed in the drawing room reading on a rainy day, but John Reed, the fourteen-year-old son of Mrs. Reed, soon finds her. Jane lives in terror of John, as he bullies and punishes her without end. John becomes angry that Jane is reading one of their books, and says that: she is a dependent there, has no money, and should not live [there] with gentlemens children like [them]. John throws the book at Jane, causing her to fall and cut her head against the door. Jane then fights against him, and when Mrs. Reed enters the room she sends Jane to be locked in the red-room. The Red room symbolizes Janes character Bronte shows this in the form of pathetic fallacy; red is often used in conjunction with the themes of passion and fury, and the descriptions such as the curtains of deep red damask mirror physically Janes passionate character. I resisted. Bronte uses first person narrative to convey Janes anger and defiance; Janes state of mind has changed because she is angry she is treated and viewed as a second class to the Reed household which makes her want to fight back/rebel. The juxtaposition and metaphor of Brontes description of Jane as a rebel slave shows the reader Jane is conscious of her rebellion, also it shows the reader and emphasizes the point Jane is rebelling her wrongful placement of a lower-class status to the rest of the Reed household. Although in the times of today this would seem unjust, in Victorian times, this is the way all orphans were treated especially and girls who had an even lower rank but Jane was surprisingly, for an orphan, well educated and so had developed her own views on her difficult situation, thus enabling her to act accordingly. Brontes use of the simile shes like a wild cat creates a vivid image of Janes behavior in the readers mind and also shows Janes excessively passionate character. Master! How is he my master? Am I a servant? Brontes cluster of three and use of sequential rhetorical questions again shows how passionate Jane is about being seen as an equal in the Reed household. Bronte conveys Janes feelings of ignominy; this preparation for bonds, and the additional ignominy it inferred, took a little of the excitement out of me. Janes state of mind has changed seeing the immense degree of humility it inferred and so made the decision to pull her behavior together in order to avoid being further extensively humiliated. During Victorian times many orphans were abused and publically disgraced. Bronte uses metaphors to convey Janes feelings of being trapped; the Red Room itself is described as: a vault, `chamber. The reason for Janes change in state of mind is due to Brontes use of these metaphors which gives the room prison like qualities which creates the element of being trapped. Brontes strong use of imagery, colours, repetition and her use of pathetic fallacy of colours associated with red; Mahogany, crimson and pink show Janes state of mind as angry at being locked in the Red Room on the other hand, Brontes use of the simile like a pale throne suggests Brontes use of the simile `tiny phantoms` gives the scene a scary atmosphere and has a ghostly effect, also it sows the building accumulation of fear in Jane. Brontes use of other similes such as; `half fairy` `half imp` implies the room had stimulated Janes imagination furthermore the mirror may symbolizes Janes inner self. During Victorian times they genuinely believed in super superstitions; during mourning a death mirrors were covered because of a lingering superstition that the spirit of the deceased could become trapped in the reflective glass ` Superstition was with me at that moment`. The metaphor `revolted slave` shows the reader Jane still feels to rebel despite her fears, also again Bronte refers to the theme of slavery, which shows yet again Jane feels trapped she has no freedom, Jane does not want to be in the red room but has no choice. This was the case during Victorian times; orphans had no choice, no say in the matter, orphans had no free will. Janes education and knowledge provided her with a basis to understand her situation, and act impulsively which results in a revolt a rebellion. Jane feels isolated; because shes in so much shock she must think deeply, and gather her thoughts. `I was like nobody there`

Functional Skills for Special Education Students

Functional Skills for Special Education Students Functional skills are those skills a student needs to live independently. An important goal of special education is for our students to gain as much independence and autonomy as possible, whether their disability is emotional, intellectual, physical, or a combination of two or more (multiple) disabilities. Skills are defined as functional as long as the outcome supports the students independence. For some students, those skills may be learning to feed themselves. For other students, it may be learning to use a bus and read a bus schedule. We can separate the functional skills as: Life SkillsFunctional Academic SkillsCommunity-Based Learning SkillsSocial Skills Life Skills The most basic of functional skills are those skills that we usually acquire in the first few years of life: walking, self-feeding, self-toileting, and making simple requests. Students with developmental disabilities, such as Autism Spectrum Disorders, and significant cognitive or multiple disabilities often need to have these skills taught through modeling, breaking them down, and the use of Applied Behavior Analysis. The teaching of life skills also requires that the teacher/practitioner complete appropriate task analyses in order to teach the specific skills. Functional Academic Skills Living independently requires some skills which are considered academic, even if they do not lead to higher education or the completion of a diploma. Those skills include: Math Skills  - The functional math skills include telling time, counting and using money, balancing a checkbook, measurement, and understanding volume. For higher functioning students, math skills will expand to include vocationally oriented skills, such as making change or following a schedule.Language Arts -  Reading begins as recognizing symbols, progressing to reading signs (stop, push), and moves on to reading directions. For many students with disabilities, they may need to have reading texts supported with audio recordings or adults reading. By learning to read a bus schedule, a sign in a bathroom, or directions, a student with disabilities gains independence. Community-Based Learning Skills The skills a student needs to succeed independently in the community often have to be taught in the community. These skills include using public transportation, shopping, making choices in restaurants, and crossing streets at crosswalks. Too often parents, with the desire to protect their disabled children, over-function for their children and unknowingly stand in the way of allowing their children to acquire the skills they need. Social Skills Social skills are usually modeled, but for many students with disabilities, they need to be carefully and consistently taught. In order to function in the community, students need to understand how to interact appropriately with different members of the community, not only family, peers, and teachers.