Special Education and Inclusion

 

1.      . ANDREAS, AGED 12 (Diagnosis - SEBD)

Teachers are always shouting at me. I don’t care. I hate English anyway — I can’t do it. I just want to have a laugh with my friends.

1.    .   MARKUS, SECONDARY TEACHER, tells about  Jozef, Aged 11 (Diagnosis – ADHD)

Jozef is like a spinning top. He's always calling out, whirling around the classroom, not finishing activities, interrupting other students, and taking their things. I get a headache and he really annoys other students.

2.     ELENA, AGED 11 (Diagnosis – Dyslexia)

I hate English lessons. The teacher says I'm lazy, but I'm trying really hard. I just hate reading aloud, and copying from the board takes ages.

1.      What needs (e.g., communication, academic, behavioural, social, and emotional) does each student have?

While ADHD and SEBD may not seem like big problems, they can require more care than they seem. Although ADHD is referred to as a difference today, it can be an important obstacle to school life and learning. These children need activities that are different from normal activities. For example, instead of wasting their energy by running or shouting in the classroom where it does not take long to focus, they can throw off their energy with play activities. Since seeing a teacher who understands them will also relax them emotionally, establishing correct communication with the child and suggesting special activities will provide this confidence.

For students with dyslexia, learning is slower and more difficult. Taking notes on the board or reading a text aloud in class can reduce their self-confidence and motivation in the classroom because they confuse the texts while reading and writing. The student may be offended by the lesson or the teacher. For this reason, preparing special texts for him and not forcing him to read aloud will make him feel more comfortable in the classroom. For students with special needs, the most important need is always a teacher who can understand them. Thus, they do not break away from the classroom and the lesson.

 

2.      What are some of the benefits and opportunities of educating these students in your classroom? How can you ensure these positive outcomes?

Of course, there are advantages and disadvantages to having private students in the classroom. But with the right classroom management, its positive aspects can increase. For example, taking a mixed education with private students together contributes a lot to the social life of the students. They learn how to behave towards people with special needs and grow up to be tolerant and understanding children. It is in the hands of the teacher to provide this environment of tolerance. The teacher should communicate the difference between the two groups, both by showing and without marginalizing. Students should see the dissimilar as a new discovery, not as a contradiction, but as a different color and try to understand each other. The teacher should explain these differences in a nice way with various activities. It's boring for everyone to look alike, just like different hair colors or some straight hair and some curly hair. They should be able to explain to children that difference and diversity are beautiful and that they develop us. However, if these conditions are met, the presence of special students in the classroom can result in positive results.

Digital English Activities

 

The Effect of Digital English Activities on the Motivation of 5th Grade Students

 

Gizemnur Şentürk

Büşra Şen

Beyza Naz Sebze

Çağla Nil Gündüz

 

Project Development in Education

 

2022-2023 Fall Semester

 

21.09.2022

 

Project Development in Education

 

Abstract

 

This article investigates the effect of digital activities on students' motivation to learn English by making Turkish English teachers use digital English activities. 5 Turkish English teachers working in secondary school participated in this research. These teachers provided feedback by filling out the forms prepared after using the activities in their lessons. Today, the place of technology in education has an indisputable importance. Since today's children are exposed to technology a lot, using digital tools during the lesson will significantly increase the motivation of children to learn English. Data for this study were collected and analyzed through face-to-face interviews.

 

Keywords: motivation, technology, english teaching, digital activity

 

1. Introduction

With the introduction of the Internet into our lives, access to information has become easier. Digital resources such as electronic books, digital encyclopedias, blogs and articles allow information exchange and are just a click away.The connection of the Z generation with the digital world is an indisputable fact. Digital transformation puts an end to paperwork in education and offers measurable instant performance and data, archives are accessed within seconds. Thanks to digital education in education, students are more active in the lesson and children focus on the lesson for longer because it is more interesting than traditional education. With the development of technology, traditional education has lost its influence today. Children growing up in the age of technology cannot get efficiency from traditional education. For this reason, schools should organize their education programs according to this age. They should use Web 2.0 tools in the lessons.

 

2. Literature Review

According to Kapp, the use of traditional games in the classroom is declining as technology can create more interesting games that fit students' lifestyles. Online or digital games in the teaching process are more suitable for students who can download apps to play on their mobile phones. Another benefit of digital games is that they encourage learning. Students can perceive the element of confrontation, gain a sense of success or loss, and receive immediate feedback. (Kapp, 2012) By integrating the digital games that children play with pleasure in their spare time, it is ensured that the lessons are adapted to today's conditions.Traditional education is gradually losing its effect and new resources are being sought. At the forefront of these resources is the developing technology and digital materials. Digital games increase students' motivation to learn and make the classroom environment fun. In addition, thanks to these activities, socialization in the classroom improves and contributes to students' communication skills. Because students are active in digital activities. In traditional activities, there is an understanding that the teacher is more active and the student is more behind. This is important for students' self-confidence.

According to the Douglas Fir Group, digital technologies transform interpersonal communication. It expands people's opportunities to learn and use additional languages, creating new purposes for interaction and new environments where exchanges take place. (Douglas Fir Group, 2016)

Macaro, Handley & Walter noted in their research that students generally respond positively to opportunities to improve their language skills through the use of digital tools. (Macaro, Handley & Walter, 2012)

Good use of technology in classroom helps students in their literacy development. (Levine, Ferenz, & Reves, 2000)

Multimedia technology combined with appropriate instructional design can create a good learning environment that leads to effective language learning. (Huang, Dedegikas, and Walls, 2011)

Co-creation between students, teachers, entrepreneurs and policy makers should be encouraged to support innovative, efficient and user-friendly digital tools in education. (Billore, So., &Rosén, C. 2017. )

 

3. Methodology

3.1. Research Design

In this study, a qualitative research design was adopted to investigate the effect of teachers' use of digital activities in lessons on students' motivation.

3.2. Participants and Settings

The participants are in-service English teachers who have completed their education in the Education Faculties of universities in Turkey.

The teachers consist of 5 people, both men and women. Some of these teachers work at Ataköy Atatürk Secondary School, one at Aydın Lider Schools, and one at Manisa Selimşahlar Ertük Secondary School.

3.3. Data Collection Tools

A blog is used to collect digital activities prepared for this research and new entries are published weekly. Forms were prepared so that teachers could give feedback on students' motivation after using the digital activities.

4. Discussion

The age we live in is called the "information" age. We are living in a period when it is difficult to follow technological developments. The speed of change is dizzying, the innovations it brings are miraculous. These changes in technology quickly show and feel their effects in our lives. The transition from chalk, which has been used in classrooms for years, to blackboard markers, has replaced chalkboards with smart boards today. With this digital development, today's generation has grown up with technology and they want to see this development in education. However, in many schools, the use of technology in education, communication and informatics is very limited. Although our failure in education can be seen with all its nakedness in every corner of our social life, the excuses of lack of resources are always given as reasons. However, the fact that the only permanent solution to all our problems is the investment we will make in our people has been known and expressed for centuries. The aim of this study is to present digital activities that will be used to train qualified students in English teaching of the information and communication technologies offered by the age. Since technology is not a static process, it is in constant change and transformation. For this reason, this research will be more useful than previous research. Education or training is a business of communication and interaction. It is not possible to modernize education by ignoring communication and interaction technologies. Contemporary, on the other hand, can be defined as fulfilling the requirements of the age.

5. Implications/ Future Studies/ Limitations

The contribution of educational technologies to education and the development of human beings is an undeniable reality. It is of great importance that the teachers who will implement this in schools are well-equipped in this regard. Educational technology increases the student's perception capacity, increases the access level of each student in terms of learning tools, enables the objective measurement and evaluation of student success, gives each student opportunities in learning according to their own characteristics, reduces the possibility of students forgetting what they have learned, increases the motivation of students to learn, contemporary teaching environment conditions. It encourages students to participate in teaching activities by preparing them and offers life-long education opportunities to individuals. If we want our future generations to shape the future, we must attach the necessary importance to educational technology and inform our students correctly on this subject.

With the rapid development of technology, it does not seem possible to think that education and training will continue in the classroom and face-to-face for many years.

Digital education process and digital transformation in education; has accelerated and diversified in the last 1-2 years. While learning is in a concept similar to power point slides, there are digital learning applications and digital learning in very different education. It would be the best method to start looking for an answer to the question of how digitalization in education will be, based on the logic of "in-class training will decrease even more in the next education period".

While investigating the answer to the question of how Digital Education will be, we can list other important findings below:

Digital Transformation in Education, which entered our lives thanks to Education 4.0 and digital learning; With the advancing technologies and social media, the concentration time of the Y generation, that is, the generation born between 1981-2000 and the Z generation, which came later, on the classical lecture methods in the classrooms is considerably reduced. This raises the problem of ensuring the concentration of the participants on the subject in classroom training and learning. Digital Education and Digital transformation in Education centers on gamification. One of the first answers to the question of how Digital Education will be is gamification. Generation Z grew up with computer games. Earning points, receiving awards, competing are the definitions of this generation. Do you know how digital education will be? Communication and interaction centered. They use communication technologies very well. They are masters at Facebook, Twitter, Instagram and all other communicative technologies. They can easily find information on the Internet. They even have the world's information in their pockets. It will definitely be online and mobile! With the digital transformation in education, in-class education designs based on classical expression will be abandoned. He should use many technologies together so that he can receive education in the format he wants, wherever and whenever he wants. Digital transformation in education should not be perceived as a revolution that will take place in a short time, but should be seen as a long-term evolution, and this process should be managed and directed by professional/academic circles.

Devices or applications used in the digital transformation of education are only tools. Transformation cannot be expected to occur only by expanding the use of these tools. Therefore, it is necessary to consider this as a mentality issue and to focus on the content, software and the quality of the educators rather than the device used and research.

No research can be perfect and fully inclusive in all its aspects. We also encountered some flaws in our research. Although our project was capable of adapting to today's digital world and taking education and training to the next level, not every teacher was willing to participate in the project. Some teachers did not have as much digital competence as we expected. We did not know that we would encounter such a low level of technology knowledge in our research, and we believed that teachers could use the activities we prepared instantly. Some teachers asked for our special attention, relevance and extra knowledge during this process, and this cost us a lot of time.

6. Conclusion

It should not be considered a prophecy to predict that the students we train today will be the dominant generation of the society 10 or 15 years from now, and will probably be employed in offices fully equipped with technological products, in service or production sectors created almost entirely by the communication opportunities offered by technology. It is an inevitable fact that societies have to get a larger share of the world's resources in order to increase their quality of life. Getting a bigger share from the scarce resources of the world is only proportional to the "power" you have in the competitive free markets forced by the new world order. This power is "knowledge". The most effective and easiest way to reach "power" is information technologies. Individual "power" is not desirable unless it serves social purposes. Making individual power serve social purposes is possible by providing cooperation between individuals. This cooperation requires communication technologies. The biggest obstacle to achieving these is our resistance to change. It is the duty of our teachers to break this resistance and bring our society to the level it deserves in the contemporary world.

In summary, as a result of our research, we observed that there were great changes in students' motivation to learn English. The rate of participation in the course increased, their grades increased and their communication with the teacher became stronger. As a result of these changes in students, teachers also saw the importance of digitality in education more clearly. As a result, the positive feedback they received from the students showed that the teachers would also increase their motivation and add digital activities to the progressing lesson processes.

 

REFERENCES

Billore, So., &Rosén, C. 2017.  A Cross-culturalstudy of attitudestodigitaltoolsamongstudentsandteachers in theEuropean Language ClassroomIn: ExtendedPapers of the International Symposium on DigitalHumanities. Växjö, Sweden, November, 7-8, 2016 [ed] KoraljkaGolub&MarceloMilrad, CEUR-WS.org , 2017, Vol. 2021, s. 286-287

Huang, X., Dedegikas, C., &Walls, J. (2011). Using multimediatechnologytoteach modern Greeklanguage online in China: Development, implementation, andevaluation. EuropeanJournal of Open, Distanceand E Learning, 2011(1).

Classroom Environment

 

We, as teachers, are constantly in search of new teaching techniques to create a desire to learn in our students, then to make learning enjoyable and to ensure that the knowledge acquired during the learning process is placed in permanent memory. The search for new teaching techniques becomes imperative as we aim to enable the student to combine the knowledge he / she has acquired with previous knowledge, to establish connections between them and to apply them in their daily life. “In order to reap the benefits of quality education, there is little discussion and where to start for restructuring education in order to be quality, but for me it is necessary to start from the classroom. “The starting point for achieving this is the organization of the classroom environment. Making the classroom environment suitable depends on many factors. The place where the teacher tries to make the necessary changes in the behavior of the student in accordance with the general and specific aims of education is called the teaching environment. Teacher-student-educational tools and equipment interact with each other in this environment. Organization of this environment is under the responsibility of education administrators. When the educational environment is evaluated in the Turkish education system, a structure that is quite far from the modern education principles of especially public schools is encountered. The first reason for this is the crowded classes. According to the findings of educational science, it is definitely not possible to provide a healthy primary and secondary education in classes approaching students. In such an educational environment, if you assign the most qualified teacher and offer him all kinds of opportunities, you will not be efficient. The second reason is the inadequacy of educational tools (visual and auditory), which will facilitate the teacher's work and enable the student to have a more effective educational life. As one of the most wonderful inventions of our age, computer is not known enough by our teachers because it does not enter the teaching environment, so computer-aided education cannot be given. This situation slows down the learning process of the student.

Therefore, we should be able to use all opportunities for students and prepare the appropriate classroom environment.

Class Assessment For Prospective Teachers

 

Evaluation and Reflection

Assessment is an important part of teaching and learning. Assessment helps teachers and students set new goals through reflective thinking by determining what students know, understand and can do at different stages of the learning process. The results recorded as a result of the evaluations provide feedback to students, teachers and parents with the reports prepared. Regular evaluation of the program with the participation of teachers and school management contributes to the development of the program over time.

Many measurement and evaluation tools are used to measure what the student has learned and to direct their future development. Kindergarten and primary school students' activities are constantly monitored and observed. Every stage of the learning process is followed by pre-evaluation, process evaluation and result evaluation. Preliminary assessment; process assessment in determining the student's current knowledge, interest and learning style; Result evaluation in determining the incomplete learning that the learning process continues; It plays an important role in measuring what has been learned. In addition, students' understanding of a topic is evaluated with different assessment-evaluation tools and strategies such as rubrics, scorecards, checklists, entry-exit cards, brainstorming, mind maps, presentations, projects, observations. Irmak Schools tries to help students learn better by measuring their learning, informing students, teachers and parents about the learning situation of students and improving the curriculum. Information obtained from assessment and evaluation is shared with parents and students through parent information meetings, parent-teacher meetings, student-managed portfolio interviews and interim reports, development reports and inquiry unit reports.

While evaluating students, measurement results, students' participation in classroom activities, scientific attitudes and behaviors, observation, research-examination, scientific thinking, the wealth of ideas they have and exhibit, taking responsibility, their tendency to teamwork, sharing Knowledge and findings, and many other observational student activities can also be evaluated. is included. Parents are notified of the portfolio meeting times to be held at the kindergarten and primary school level. These interviews are an important process that the student shares with his family by reflecting what he has learned. Therefore, portfolio days and hours cannot be changed except for very important excuses (doctor report, out-of-town and business travel).

In my opinion, the most important thing is the feedback given to students after this portfolio and assignments. Thanks to these feedbacks, the student can clearly see his deficiencies and mistakes. Finds the opportunity to learn and develop the truth.

MİCRO TEACHİNG

 Micro teaching; It provides opportunities to help teachers demonstrate their basic teaching skills, learn about their performance and improve their teaching skills in a short time. In micro teaching, a less risky environment is provided where they can test their knowledge and skills used in teaching and develop them by getting feedback from experts before placing the teaching professions or prospective teachers in the complex structure of the real classroom environment. In this way, prospective teachers gain teaching experience.

The main purpose of micro-teaching is to “give it feedback to the students and peers and the experts” to develop the teaching methods used by the teacher candidates or teachers. Teacher can observe and comment on the points teacher needs to improve. Also, teaching profession is the profession required by public speaking and communication skills. Therefore, the use of teachers' clothing, appearance, diction, and body language are factors that affect student content, teaching method and teacher perception. Thus, these skills are developed with micro teaching method. 

Also, I prefer to evaluate rapport with students from peers' observations. I think it's one of the most useful feedbacks. Because first of all, communication and addressing with the students in the classroom are very important. Thanks to these feedbacks, the teacher candidate realizes his deficiencies in this subject and develops himself. The most accurate and easy learning takes place in a healthy classroom environment. Therefore, the approach of the teacher to the student is very important. I noticed the shortcomings in myself through micro teaching and I am trying to improve them. I had an experience in communicating with students in the classroom and this increased my self-confidence. In this way, I think I will have less difficulty in the real classroom environment. Therefore, the fact that your classmates or peers give feedback to you in cooperation with the teachers can have a negative effect as well as a positive criticism. Because feedback from your peers may not be objective. This situation may cause you to lose your self-confidence. Also, this situation may cause teacher candidates to feel insufficient in the real classroom environment.

To sum up, peers who observe should take note about the points to be given feedback without interfering with the teacher candidate by watching the live performance of the teacher candidate using the teaching method and examining in the video. In my opinion, the most sensitive point in this method is to be feedback neutral and sincere in criticism.

English Literature: Novel Analysis

   WOMEN`S ROLE IN THE  PRIDE AND PREJUDICE

 

In this post, I will examine the pride and prejudice novel and examine the role of women in society at that time.The author is considered among the first feminist writers of the period, but this is a controversial opinion. Even though the author questioned the equality between men and women between the lines, the ending of his works with happy "marriages" was tired by some groups that the author had nothing to do with feminism, but tells about the marriages he could not perform alone. Let's evaluate this interpretation by examining masculine literature and the historical process of the novel.

In the 1700s, literature continued to exist in the form of hymns, sermons, plays, poems and short stories. Novel and periodical publishing is based in the middle of this century. Considering that the famous work of Daniel Defoe, “Robinson Cruose”, which was the first novel in English literature, was published in 1719, it would not be wrong to say that prejudices to the genre of novel continued during the author's work. Although he did not fully reject his period, he interpreted the popular in his own way. This is a very important challenge when the current conditions are taken into consideration. Despite the waxing language used especially in poetry and games, Austen used a plain and fluent language and frequently used word games. It is considered to be the first British writer who can add the feelings of the character to the text as much as necessary and still retain the dominance of the text and use indirect narratives in his works in a broad sense. Even being able to shape the structure of the sentences according to the mood of the character is a success in itself. For example, Elizabeth's sentences, which refused Darcy, meant that she was briefly told in herself and was injured, continuing with curvature in an increasing tone.

 ``At the very beginning, or even at the very first moment I saw you, your attitudes made me believe that you were someone who was arrogant and selfishly mouthless to others' feelings, my anger was born like this and turned into a heavy discontent with the following events; It has never been a month of getting to know you that even if you were the last man in the world, I felt that no force could persuade me to marry you.

 Austen was the first woman to use humor in her works. While using it to overcome people and traditions he found stupid in his social environment like Elizabeth, he also brought ethical principles to this humor and drew attention to them.

 The position of the woman in the society, especially in the house until the 19th century, to be concerned with housework alone, especially with her emotional aspects, to be emphasized, to be deficient and weak, to be separate and distant from the outside world, the issues in the house are insignificant, the interests of men are important. For reasons such as impositions that there are issues, it is not possible to give women a strong role in the literature scene, and there is not even a space for them to write. We understand that the act of writing is considered a secret and special pleasure, as only the diary and the letter are popular among women. With the period, which is also called women's literature and started in the 1800s, female writers started to come to the fore. In the classical period texts, since the woman found herself as “missing and weak” and often “the source of evil”, it was not possible for the woman to find an infrastructure in which she could identify herself and explain her problems and awareness. Despite the masculine mentality that finds useless and unnecessary to make the woman's literature, considering the limited living space, and even fears that the balance of power may change against her; Women's literature, with the desire to appeal to the universal instead of addressing only the woman, attempted to distinguish from the masculine language under the influence of the male-dominated culture, discourse, subject, point of view and intellectual approaches. We can say that the publishing of the first works with male pseudonyms is a fear caused by the male dominant culture. Because many men who learn that their writers are women read and stop reading. Austen also signed his works as "A Lady" in order to preserve his reputation as women's engagement with literature is also shameful, yet we can think that he is brave, because his contemporary Brontë brothers, his first works with male names as "Currer, Ellis and Acton Bell" have published.

To give prejudices against women writers, writer Mark Twain said, “Any library without Jane Austen's books is a good library even if there are no other books in it,” Borges responded jokingly: “Ah Elizabeth, please Twain Don't take 's word seriously. I remembered; "It was too mediocre to be in the fourth-class writer category in Europe," Faulkner said for him. "

Until 1840-1880, female writers could only imitate male writers. Austen, in accordance with the conditions of the period, consciously avoided a womanly and emotional expression and a masculine style was adopted.

The most prominent feature of the language of the author is the social life of the era, which he ironically narrates with his simple and fluent language, based on love. In the 19th century, women addressed the inheritance of women as spouses and children, their inability to take part in society without marriage, the mistakes caused by their families and necessities when choosing a spouse, ignorant clerics who drank the wealthy, the soldiers who spent time in balls instead of fighting, the social class distinction and its strict limits.

English Literature: Novel Analysis

FRANKENSTEIN

 

Mary Shelley's novel Frankenstein was published on January 1, 1818. The Gothic stories that were first emerging are for the ruined castles, castles, monasteries, and spirits hidden passages and vast dense forests in the majestic medieval atmosphere. Evil, intrigue, violence, incest and rape are common themes. Until  Marry Shelly  wrote the novel Frankstein.

The novel describes the tragic relationship between medical student Victor Frankenstein and the freak creature he created. "We must first apply to death to investigate the source of life," said Dr.. Frankenstein was able to “give life to inanimate beings” after long studies. “I had to cross the border between life and death and shed a flood of light in our dark world. Frankenstein discovered the secret of life as a result of her experiments and decided to use it by creating a superior person as a result of her experiments. It brings together the corpse pieces collected from graves and slaughterhouses. And in the end, he creates the freak that is anonymous in the novel. (Contrary to what is known, Frankenstein is the name of the creator, not the creature.) In this book, the main hero is not a woman, nor is there an important woman victim. However, it is very difficult to find another work written by a woman in the history of literature that can be examined by taking into account the gender of the author. Considered as the first example of the genre called science fiction today, the work is mostly evaluated as a criticism of the ideology of Enlightenment and fear of the results of scientific developments during the 19th century.

However, there are different readings. For example, according to some, Frankenstein is a "birth myth" written because the author herself is already a mother. It is useful to know some important parts of Mary Shelley's life to read Frankenstein as myth of birth. Living her first pregnancy at the age of 16, Mary Shelley is almost always pregnant for the next five years; however, she is an unmarried mother who lost her babies a few months after birth. Under these conditions, the author begins to write Frankenstein. And it is a born monster.

It would make sense to look at the period Frankenstein was written to understand the relationship between women's literature and the experience of giving birth. In the 18th and 19th centuries (at least in the west), few important female writers had children, the majority were single or childless. Perhaps the more important reason was the difficulty of writing about women's experience at the time when women were not welcome to write. Mary Shelley was born in fiction with the story of a mad scientist who was a monster, who tried to create a human by locking himself in her laboratory, secretly and guilt, before all the writers, not with the realistic genre, but with the gothic genre.

The Romantic and Gothic tradition is the literature of heroes that go far beyond the boundaries: superpeople who go beyond normal human restrictions to resist the rules of society or violate God's rules. The heroine of Mary Shelley is different. Dr. Frankenstein's desire to go beyond the prohibited limits of science is not to prolong his own life, but to create a new person.

He stands for mortality not by living forever, but by creating a new person. This indicates a change that has not been seen from the ancient myths up to that time. Since its publication, literary critics have made numerous comments about Frankenstein, and many filmmakers, playwrights have been influenced by the novel. Despite the novel's idea and anonymity, its creature, named after the main character's name, was almost a phrase used to describe the dangers of scientific knowledge. It was also seen as an existential novel that tells the division between mind and emotion, an attack on traditions, a novel in which racist prejudices are criticized.

 

I think that a novel written 200 years ago is still in the focus of such lively discussions and open to countless comments can only be explained by the author's extraordinary intelligence and talent. Moreover, if we consider intelligent robots, cloned creatures and artificial intelligence discussions, it seems that it will continue to talk and write about Frankenstein for a longer time.

 

 

TWO MAIN CHARACTERS

VICTOR FRANKENSTEIN

Frankenstein was born in a wealthy family and grew up in love with his half-sister. He is intelligent, sensitive and obsessed with the secrets of life. The University of Ingoldstadt operates natural sciences. Professor M. Waldman encourages him to do his experiments in extraordinary science. Victor also works to create a body of necessary parts from the cemeteries. After long studies, he creates a creature and kidnaps it.

When he hears the story of the beast and the threat of killing him, he agrees to make him a female wife, provided that they live far from people. However, if he thinks there may be worse, it will break the body. He blames himself for the consequences of the monster's behavior, but he does not understand the monster's revenge and cannot take responsibility.

Although he learns of the beast's help to people in the hut, he is worried that the beast will harm others. Probe shows selfishness by asking Waldon's crew to continue their journey to kill the Monster without thinking about them.

Although Victor is selfish, he's not his family. They adopted an orphan girl. Victor does not undertake the responsibility of the Monster he created, and he does not admit his guilt that he knows that Justine does not commit the murder. Elizabeth, however, defends Justine without knowing the incident.

 

MONSTER

It is so ugly that it was created by Victor Frankenstein and is a mixture of parts of the human body that his creator could not look at the gall face. He was very sensitive initially and not selfish like Victor. However, thanks to the society, it gets worse over time. He tells that if he does not make a wife before Victor, he will harm his family, and if Victor does not, he will kill Victor's family. Then Victor goes to the North in pain when he dies, because his creator is also dead, he is now lonely. It gets worse because it feels lonely and excluded.