Problem: Article: In many places, teachers are never allowed to reprimand their students physically. Teachers should never approach their students romantically or sexually, or make sexually charged comments or jokes. Humiliating or bullying students is not ok. For example, teachers should not make comments such as, "If you were older, I would date you," or other remarks that seem to suggest or invite a romantic relationship. Sometimes these comments can seem flattering. However, they are an abuse of the teacher-student relationship. Teachers should not single students out for humiliation or invite other students to mock them. Reprimanding students in this fashion is inappropriate, bullying behavior. While it's normal for a teacher to impose reasonable consequences or speak sternly to a student, she should not scream, subject a student to a lengthy tirade, or threaten a student with disproportionate punishments. It's normal to dread a class taught by a bad teacher, but fear or sadness about entering a classroom may be a signal that something more serious is going on. Notice if your feelings about the class are impacting the rest of your life or preventing you from enjoying your normal activities. It's one thing not to love math class; it's another to have your whole week overshadowed by it. Note down the date and, if possible, exact words or actions, or record it with your phone. This kind of information will be more helpful than general statements such as, "She always picks on one kid," or "He often talks about girls and dating in a weird way." Notice what other students or teachers witnessed the incident. Inappropriate or abusive behavior needs to be reported. Start by discussing it with your parents. You may ask them to meet with the principal, head-teacher, department head, or other appropriate authority. Be prepared to submit your concerns in writing. If these conversations don't have an effect, talk to those higher up: the superintendent, the school board, or the local education authority, for example. Physical or sexual abuse should be reported to the police if you feel safe doing so. You can also seek out a therapist or counselor and disclose what's happening. If you don't feel able to speak to anyone, call a hotline that specializes in child abuse. While the school authorities deal with this teacher, you should not have to be her class. Ask to be switched into another class, if possible, or allowed to drop the course and re-take it with another instructor.
Summary: Recognize inappropriate or abusive behavior. Pay attention to your own reactions. Take notes and document inappropriate behavior. Take it up with your parents and the higher authorities. Request to be switched out of the class.

INPUT ARTICLE: Article: Repeated words are often important and speak to the larger meaning of the poem. Consider what the repeated words have to do with the poem as a whole. For example, you may notice in the poem "Daddy" by Sylvia Plath, the words "daddy," "Jew," and "you" appear multiple times. They are used in different ways each time they are mentioned, giving the words many different meanings in the context of the poem. Go through the poem and circle any words that are unfamiliar to you. Then, use a dictionary to look up the definition of each word. Consider the definition of the word in the context of the poem. This will help you better understand the poem as a whole. Concrete images are images that feel tangible and clear. They are often described used the five senses: taste, touch, smell, hearing, and sight. Look for concrete images in the poem and consider why they are used. For example, in Heaney's poem "Digging," there are many concrete images, such as "the gravelly ground," "his straining rump," "the coarse boot," and "milk in a bottle/Corked sloppily with paper." You may then discuss how these concrete images add to the themes or main ideas in the poem. They may also move you emotionally as a reader and give you a clear sense of the speaker's point of view. A metaphor compares one thing to another. A simile compares one thing to another using "like" or "as." Scan the poem for metaphors and similes, as they are often used to create detailed images. For example, in Plath's "Daddy," she uses similes like "Ghastly statue with one gray toe/Big as a Frisco seal" and "The boot in the face, the brute/Brute heart of a brute like you." You can then talk about how these similes add to the characterization of the "daddy" character in the poem. You may note that the similes often refer to themes like violence and death, as well as love and desire. Look for other literary devices like personification, where an inanimate object is given human qualities, or alliteration, where the same syllable sounds are used in a row. Consider why the poet used certain literary devices in the poem, and how the literary devices affect the meaning of the poem. You can find a comprehensive list of literary devices at http://literary-devices.com/.

SUMMARY: Circle words that appear more than once in the poem. Circle words you do not recognize and look them up. Identify concrete images. Look for metaphors and similes. Check for other literary devices.

In one sentence, describe what the following article is about: This could be a long, fallen branch or an extension ladder. If the angle of the item you lay against the tree is more gradual, the cat may be more comfortable climbing down it. Once again, give the cat time to decide to use this new escape route. Make sure the new escape route is really secure against the tree and then walk away. Throw a rope over the branch the cat is sitting on and then tie a cat carrier to one of the ends of the rope. Make sure the door or top of the carrier is open and then pull it up to the cat with the rope. You can also put some favorite food with a strong smell inside the carrier. Wait for the cat to go inside. Be patient. If, after several hours, the cat does not go into the carrier, then you may need to climb up and put the cat inside of the carrier. Once the cat goes into the carrier, gently but quickly lower the carrier to the ground. This method is only suitable for when you can't quite reach the cat but it's almost close enough to grasp and if you have run out of other options, as it could traumatize the cat and has a greater risk of allowing the cat to fall and injure itself. Tie a towel firmly around the head of a broom. From a secure position, such as from the ground or from a secure position on a sturdy ladder, poke the cat with the broom enough to destabilize it. As the cat wobbles, its instincts will cause it to grab at the towel with its front claws, hooking them into the towel. Pull steadily before the cat has time to let go, and it will attempt to hold both the tree and the towel with its claws. With luck, the well-hooked front claws will hold the towel more firmly than the rear claws can hold the tree, and your broom will have a cat holding onto it grimly with all claws. Be ready to support the weight of broom plus a writhing cat. Quickly slide your hand up the broom. Grab the cat by the scruff before it can climb back into the tree, making sure of course that you maintain your own grip on tree or ladder, or pass the broom and cat to a helper. While most fire departments will not come out to rescue a cat, local arborists will sometime do it. He or she will probably charge you a small fee to come out and rescue the cat, but it may be worth it if the arborist can get the cat down safely.
Summary:
Lay something against the tree that the cat can climb down. Try sending a cat carrier up the tree. Use a towel and broom to get the cat out to the tree. Call a local arborist for help.