Three Days to See by Helen Keller

Three Days to See by Helen Keller

What would you look at if you had just three days of sight? Helen Keller, blind and deaf from infancy, gives her answer in this remarkable essay.
I have often thought it would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life. Darkness would make him more appreciative of sight, silence would teach him the joys of sound.
Now and then I have tested my seeing friends to discover what they see. Recently I asked a friend, who had just returned from a long walk in the woods, what she had observed. “Nothing in particular,” she replied.
How was it possible, I asked myself, to walk for an hour through the woods and see nothing worthy of note? I who cannot see find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after the winter’s sleep. Occasionally, if I am very fortunate, I place my hand gently on a small tree and feel the happy quiver of a bird in full song.
At time my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. And I have imagined what I should most like to see if I were given the use of my eyes, say for just three days.
On the first day, I should want to see the people whose kindness and companionship have made my life worth living. I do not know what it is to see into the heart of a friend through that “window of the soul,” the eye. I can only “see” through my fingertips the outline of a face. I can detect laughter, sorrow, and many other obvious emotions. I know my friends from the feel of their faces.
For instance, can you describe accurately the faces of five different friends? As an experiment, I have questioned husbands about the colour of their wives’ eyes, and often they express embarrassed confusion and admit that they do not know. I should like to see the books which have been read to me, and which have revealed to me the deepest channels of human life. In the afternoon I should take a long walk in the woods and intoxicate my eyes on the beauties of the world of Nature. And I should pray for the glory of a colourful sunset. That night, I should not be able to sleep.
On my second day, I should like to see the pageant of man’s progress, and I should go to the museums. I should try to probe into the soul of man through his art. The things I knew through touch I should now see. The evening of my second day I should spend at a theatre or at the movies.
The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. Today this third day, I shall spend in the workaday world, amid the haunts of men going about the business of life.
At midnight permanent night would close on me again. Only when darkness had again descended upon me should I realize how much I had left unseen.
I am sure that if you faced the fate of blindness you would use your eyes as never before. Everything you saw will become dear to you. Your eyes will touch and embrace every object that came within your range of vision. Then, at least, you would really see, and a new world of beauty would open itself before you.
I who am blind can give one hint to those who see: Use your eyes as if tomorrow you would be stricken blind. And the same method can be applied to the other senses. Hear the music of voices, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow. Touch each object as if tomorrow your tactile sense would fail. Smell the perfume of flowers, taste with relish each morsel, as if tomorrow you could never smell and taste again. Make the most of every sense; glory in all the facets of pleasure and beauty, which the world reveals to you through the several means of contact which nature provides. But of all the senses, I am sure that sight must be the most delightful.

Language Experience Approach-lesson plan

Lesson Plan

Teacher: Mrs. Ruth Gonzalez

Lesson Plan: Three Days To See By: Helen Keller

Grade Level: 6th grade

Standards: Listening/Speaking
Reading
Writing


Grade Level Expectation: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age appropriate expressive vocabulary.


Strategy: Conceptualization

Objectives: Through the oral presentation of the title of the story the student
will be able to:
a. act out responses to a given situation.
b. recognize the importance of having eyesight.
c. classify the actions of the author for three days of sight.
d. acquire knowledge by answering guided questions.
e. dictate and teacher writes on the board their personal narrative story.

Materials: Overhead projector, transparencies, worksheets, index cards, type recorder and pictures.

Procedures: The student will receive an index card that he/she will use for an
activity at the end of class.

Reflection: Quote from Helen Keller
The best and most beautiful things in the world cannot be seen
or even touched. They must be felt with the heart.


Initial:
-Ice-breaker activity follow the leader
- The class will participate in a brainstorming activity where under safe and fully-supervised conditions, take turns blindfolding each other and trying to compete some simple tasks. Some suggestions:
- pick up a dropped ruler
- hand out books to your row


When finish the student will record their observations and
feelings that he/she had experienced. .

Development:
· Through background music and using their senses the students will close their eyes and will listen to the teacher summarize the story. Students will envision what the teacher is saying.
· Students will classify pictures according to each day of Helen Keller’s three days of sight.
· Students will answer guided questions about the story.
· Students will write a paragraph expressing what they would like to see if blind and granted three days of eyesight.

Closing:

Give homework assignment and explain it.

Summarize the lesson. (What did you learn today?)

Homework: Re-read the story to your parents and write one sentence
about their reactions to your story.

My Philosophy of Education

I teach because I deeply believe in the truism, "What you are is God's gift to you; what you then become is your gift to God." I live this truth by striving to develop my own talents and abilities to their full potential, and by promoting the same in others. Teaching provides the perfect opportunity to accomplish both of these goals simultaneously. Thus, I view teaching far beyond the classroom. Rather, it is an opportunity to serve and to grow by sharing with others. It is a privilege.

In a school setting I must join my Philosophy of education to that of Saint Joseph of
Calasanz, founder of the Pious Schools and order of the Piarists. His contribution to the field of education have made a tremendous difference in our world. He organized and systematized a method of educating primary school pupils in an era when no one else was interested in public education. He believed that the society can be transformed by the implementation of a systematic education based on love and knowledge.

My educational philosophy centers around the students and the way they learn. I am a person who is best associated with the constructive teaching style. I believe that students learn by doing or by playing an active role in their learning process. Hands on activities, adapted lesson plans, and critical thinking are a few ways that I feel allow students to learn better and easier. The community, school, parents, and teachers are all very important aspects of helping children get the proper education they need to be better prepared for their futures.

Constructivism is also closelytied to the multiple intelligences of Howard Gardner because the recognition of varying learning types is crucial to creating a constructivist learning environment. Constructivist teachers mustvalue students' needs and interests. As an ESL teacher I have become conscious of the fact that individual students have preferred modalities of learning, that what is good for one is not always good for everybody. I've had to adopt a more flexible outlook upon the process of language teaching and adapt my ways to the needs of my students. Therefore, I have to use a variety of methods to stimulate children’s interest and encourage student involvement.

It is also my philosophy that by providing students with a friendly, supportive learning environment, I can help reduce their learning anxieties and therefore boost their learning progress.  This is based on Krahen' s "affective filter hypothesis". which states that anxiety, stress or  tension may hinder a learner's ability to learn (Krahen l982).  When students are relaxed, they will be able to focus on learning.  In addition, when they have no fear of embarrassment or negative critcism, they will be more willing to express their ideas and participate in class.

In conclusion, I understand that as I experience different classroom and students, my theories will also change.  Recalling different experiences from being a student and a teacher will greatly influence my philosophy of education. 

My Philosophy of Education