Key Quotes and Analysis of In Mrs Tilscher's Class Flashcards
What is the poem about?
The poem is about the transition from childhood to adolescence and the things we learn at school, from our teachers and our peers.
What is the evaluation for the title “In Mrs Tilscher’s class“ ?
The title of the poem informs the readers where the poem is set (in the last year of primary school - the last year before the massive transition of moving to secondary school). Introduces the central ideas of the poem: school, growing awareness of the world.
What does the structure of the poem highlight?
The rigid, repetitive structure imitates the structured, predictable nature of the primary school day.
What is the technique and evaluation for “You could travel up the blue Nile/with your finger“ ?
T - Sentence structure, Metaphor, 2nd person.
E - This is the is the speaker’s description of a primary school geography lesson that suggests that anything seems possible. Addresses the reader directly ‘you’ and puts the reader in the place of the naive child and creates an informal, chatty tone through the use of 2nd person.
E - Metaphor compares the map with her hand to the imaginary journey the teacher creates in her students’ minds. The memory transports the child to another country through the use of a map, which they can see and touch.
E - The first sentence of the poem is long, mimicking the journey the children take as they navigate childhood. This reflects the literal an metaphorical journey to adolescence that must be undertaken slowly and carefully and with the appropriate guidance from the trusted adults.
What is the technique and evaluation for “while Mrs Tilscher chanted the scenery“?
T- Word Choice
E- The setting both in time and place is established here. It seems old fashioned, and we can imagine a teacher in front of the class, ‘chanting’ to the children.
E- The word choice “chanted” has connotations saying, intoning, singing and shouting along with the onomatopoeic reference creates the image that the children are rote learning in class as well as the children’s’ response in unison to their teacher. This reminds us of the sing-song voice a primary school teacher would use and reminds us of how immature/naive the speaker is here.
What is the technique and evaluation for “ “Tana. Ethiopia. Khartoum. Aswan.” “?
T- Sentence Structure
E- Minor sentences which form a list with the use of aural imagery, mimics the way the teacher spoke and waited for the students’ response. We can almost hear the sing-song voices of the engrossed children repeating in unison with their teacher. Exotic place names would appeal to young, curious minds and evoke a sense of adventure and excitement for the children. Overall the impression is conveyed of a competent and experienced teacher who stops to allow important locations to embed in pupils minds to be retained for the future.
What is the technique and evaluation for “That for an hour, then a skittle of milk“?
T- Metaphor, Word choice
E- Colloquial/informal turn of phrase that allows us to see the routine, and with it the certainty and security afforded in the classroom. Reference to morning interval where days were chunked down for younger students.
E- The metaphor compares the shape of a skittle to the shape of the milk bottle and reminds us of how innocent she is. This alludes to the game of which introduces an element of fun and play that is involved in the learning in the classroom.
E- The word “milk” has connotations of purity, innocence and immaturity/naivety.
What is the technique and evaluation for “the chalky pyramids rubbed into dust“?
T- Word choice, metaphor
E- The word choice of “chalky” is associated with blackboards in a classroom especially a primary classroom.
E- The metaphor compares the images from the board literally being rubbed off to the students viewing their teacher as being magical and wonderful yet again highlighting her naivety/innocence. The idea of moving on is also shown here as the board is cleared in preparation for a new lesson.
What is the technique and evaluation for “A window opened with a long pole“?
T- sentence structure
E- Old fashioned schools have tall windows which require a long pole to open them. the minor sentence mirrors the images/memories flashing into the persona’s consciousness. It’s small details such as this which ensure we engage with the vividness of the speaker’s memory and experience.
What is the technique and evaluation for “The laugh of a bell swung by a running child“?
T- personification
E- Personification reflecting the persona’s happiness and the carefree joy of schooldays. School seems to be a happy place, full of laughter. Duffy personifies the bell, projecting the child’s laughter onto it, which creates a happy/upbeat atmosphere.
E- However even in the midst of all this happiness the threat of adult knowledge is looming as we approach the end of the first verse and the security of this classroom with its predictable, safe routine. The bell/end of the day could connote to the end of Duffy’s naivety and immaturity as she starts to grow up.
E- The bell also puts the poem into a specific time of setting as it is not automated are timed but manually rung by a child
What is the technique and evaluation for “This was better than home. Enthralling book.“?
T- Word choice
E- The poet creates the impression of an exciting and welcoming environment where the children relish their experiences with their teacher as she created an engaging atmosphere for her students.
E- Childish language shows the speakers delight in the classroom, possibly a thirst for knowledge and learning as well as an affection for the teacher.
E- The phrase “better than home” seems odd but it shows that Duffy finds the classroom more exciting with more to do to satisfy an intelligent child’s imagination than in her home.
E- We are shown how much Duffy enjoys school through the word choice “enthralling” which has connotations of fascinating, captivating and mesmerising/magical which suggests how interested the reader was about the books they studied, as well as the learning of the class.
What is the technique and evaluation for “The classroom glowed like a sweet shop.“?
T- Simile, word choice
E- The simile compares the classroom to a place children love to visit. Just as a “sweetshop” offers children a vast selection of of sweet treats, so Duffy suggests that there is a wide variety of tempting things on offer in Mrs Tilscher’s class. This highlights to the reader that the child sees the classroom like treasure and an exciting welcoming place. The image created evokes a delightful world of excitement and colour, one that is filled with fun and treats.
E- The word choice “glowed” has connotations of shining, blazing, burning warmth and brightness. Suggesting that the classroom was a vibrant attractive place like a beacon that drew the children in and held their attention and imagination.
What is the technique and evaluation for “Sugar paper. Coloured shapes.“?
T- sentence structure
E- Sentence structure of two minor sentences extend the idea that the classroom is full of things which trigger the students’ imagination and interest. this helps us to understand how many things there were to nurture and inspire her young mind. Vivid sensory impressions help to bring the classroom to life for the reader - positive impressions.
What is the technique and evaluation for “Brady and Hindley faded, like the faint, uneasy smudge of a mistake.“?
T- simile
E- The reference to the moors murderers alludes to the adult world beyond the classroom and its safety. This is a world of which the speaker is aware but has limited knowledge of. Although ‘faded’ the faces of Bradley and Hindley thrust themselves into the child’s consciousness, yet in the classroom she is able to remove them from her thoughts/world.
E- The simile compares how Duffy can remove the evil figures from her thoughts to how a children in school can erase/rub out a mistake on paper. Just as someone can erase/rub out a mistake on a piece of paper so it is not as noticeable/faded. So too when they are in Mrs Tilscher’s class the children can forget about the two evil figures as they feel protected and secure with Mrs Tilscher however she cannot completely erase the evil figures from their thoughts as when they leave her classroom/the school she can no longer protect and look after them. This shows the speaker wishes to remain within the safe confines of the classroom but the poem shows that this level of innocence is not able to continue.
What is the technique and evaluation for “Mrs Tilscher loved you. Some mornings she’d left a gold star by your name.“?
T- sentence structure, contrast
E- It is clear that Mrs Tilscher made her students feel valued, loved and cherished. The speaker is confident in her teacher.
E- The short sentence is straight to the point and shows that there is no doubt in the child’s mind that. This is a very childish point of view where teachers are idolised.
E- The certainty of love being so clear contrasts to the evil and dark thought of Brady and Hindley. The fact that the children got a ‘gold star’ is a symbol of praise and encouragement showing how Mrs Tilscher nurtured her students. ‘Some mornings’ - akin to Santa or tooth fairy, child like surprise or wonder.
