This essay seeks to discuss Keating’s approach to teaching with a comparison to his colleagues’ teaching styles. The fundamental notions of teaching and learning that divide them will also be discussed. As part of this essay, an attempt will be made to highlight some of my aspirations as a new teacher in the classroom, but particularly in the senior grades.
Keating unlike his colleagues in the school encouraged his students to be free thinkers (creative). He was very open to his students and used a lot of humour to teach poetry to the students. Keating was interested in the students’ perspectives about poetry not just a poet’s point of view. He positively reinforced his students’ effort towards poetry and he engaged students in experiential learning. He made poetry interesting and realistic and encouraged students to use their imagination. A good example was exemplified when he encouraged Todd Anderson to create his poem during the class presentation. Keating asked Todd to yell out the word “yap” as loud as possible. Next, Keating says to Todd, “Free up your mind”. Then Keating asks Todd to describe in his own words the picture in the class. He holds his hands over Todd’s eyes while Todd describes what is going on in his mind to his peers. When the other students in the class giggle and laugh at Todd, Keating says, “Forget them, forget them”. At the end of this oral presentation, Todd’s classmates applaud his efforts while Keating whispers softly to Todd, “Don’t you forget this”. Although Todd was not prepared for this poetry presentation, this encounter with Keating renewed his enthusiasm for school and extra – curricular activities.
Keating established a comfort level with his students and together they enjoyed extra – curricular activities (playing soccer, going to the movies). He used a lot of humour while teaching and encouraged his students to find their voice. He constantly related classroom experiences to the outside world. He encouraged his students to maintain their beliefs in the face of others. Out in the fields, he asked the students to find their own strides (comfort zones). He gave the students an opportunity to see and enjoy learning from their own perspectives. He engaged his students’ in authentic forms of learning such as oral presentation / demonstration.
In contrast, Keating’s colleagues approached teaching from an authoritative stance. Their notions about teaching and learning were very different. They referred to Keating’s styles as unorthodox. They gave out all the information and directions but hardly asked for the students’ input. Their instructional strategies were purely founded upon the curriculum and there was no opportunity for extra – curricular activities and social skills building. They assumed the role of teacher – as – director unlike Keating who was a teacher - as – facilitator. The students always waited for instructions and were not accountable for their own learning. They established a classroom environment that was purely educational. The students were not challenged in anyway and were almost always engaged in the traditional forms of assessment (pen and paper). In their opinion, there was a line between teachers and students. They believed Keating had crossed this line.
While I watched the movie, I felt Keating had established a comfortable classroom for his students while the other teachers relied on the direct teaching strategy. I was particularly happy when the boys spoke to him about their concerns (Neil - acting) and sought his advice. It was interesting to see them play soccer together and lift him up in the sky like he was their hero. They went to the movies together and this created an opportunity for them to share outside the classroom routines. The students did not have this sort of rapport with other teachers and it made Keating stand out among the staff. When asked by Neil why he was a teacher, he responded by saying that he loved teaching. His passion for teaching was so great that he shared it with his students.
Some of Keating’s teaching styles are still used in today’s classrooms. However, Keating’s students somewhat misunderstood his intention about seizing the day. Seize the day (living life to the fullest) is not a license to play pranks, disregard parental expectations or disobey school policies. Neil believed that by acting, he could change his parents’ perspective about education. Neil misconceived Keating’s notion of “carpe diem, lads” and resulted to committing suicide because he could not convince his parents about his passion for acting. Todd and his classmates faced disciplinary measures for their actions simply because they also misunderstood the notion of “carpe diem, lads”. There is a time and place for everything. In this case, Keating’s students’ faced the consequences of disobeying the school rules by almost being expelled from the school. Keating on the other hand, was asked to leave the school because it was believed he was indirectly at fault for Neil’s suicide.
Keating was successful in helping his students enjoy poetry as well as believe in themselves to create their own poems. The students would communicate using poetry during their gatherings in the woods. They enjoyed using poetry because they could express themselves freely without memorizing any words or reading lots of texts. It appealed to their emotions; they could think for themselves and were not afraid to make mistakes. The dream of every educator is to encourage students’ to transfer their learning to their everyday life or experiences. This suggests that effective learning has occurred.
It is ideal that students are allowed to participate fully in their learning. However, it is important that students fully understand the basis and consequences for certain decisions / actions. Every educator desires that their students’ are active in their learning as this makes them lifelong learners. Keating’s goals were ideal but somewhat vague. He should have spent quality time explaining to the students’ how they could seize the day. His students’ eventually understood the notion of “carpe diem, lads” after Neil’s suicide. As educators, we are encouraged to be proactive and not reactive. We should realize that for students to learn there should be a communal effort among the students’, staff, parents and the community. Educators have an important role to play but this should not be misinterpreted to mean their sole responsibility to make learning effective. If Keating had involved Neil’s parents’ (and other stakeholders) along the way, maybe the students would have learnt a better way of seizing the day (living life to the fullest).
As a new teacher, I am looking forward sharing my passion for teaching with my students. I want my students to be comfortable in expressing their opinions, fears and concerns. I will ensure that the expectations for my students are very clear and unambiguous. I have learnt that I will succeed in doing this with the support of parents, other members of staff and of course my students.
REFERENCE
1-5 Dead Poets Society: Directed by Peter Weir, Touchstone Pictures presents in association with Silver Screen Partners IV a Steven Haft Production in association with Witt-Thomas Productions. Burbank, CA: Buena Vista Hone Entertainment Inc., 1989, video recording.
Wednesday, June 27, 2007
ESSAY ON THE MOVIE "DEAD POETS SOCIETY"
This essay seeks to discuss Keating’s approach to teaching with a comparison to his colleagues’ teaching styles. The fundamental notions of teaching and learning that divide them will also be discussed. As part of this essay, an attempt will be made to highlight some of my aspirations as a new teacher in the classroom, but particularly in the senior grades.
Keating unlike his colleagues in the school encouraged his students to be free thinkers (creative). He was very open to his students and used a lot of humour to teach poetry to the students. Keating was interested in the students’ perspectives about poetry not just a poet’s point of view. He positively reinforced his students’ effort towards poetry and he engaged students in experiential learning. He made poetry interesting and realistic and encouraged students to use their imagination. A good example was exemplified when he encouraged Todd Anderson to create his poem during the class presentation. Keating asked Todd to yell out the word “yap” as loud as possible. Next, Keating says to Todd, “Free up your mind”. Then Keating asks Todd to describe in his own words the picture in the class. He holds his hands over Todd’s eyes while Todd describes what is going on in his mind to his peers. When the other students in the class giggle and laugh at Todd, Keating says, “Forget them, forget them”. At the end of this oral presentation, Todd’s classmates applaud his efforts while Keating whispers softly to Todd, “Don’t you forget this”. Although Todd was not prepared for this poetry presentation, this encounter with Keating renewed his enthusiasm for school and extra – curricular activities.
Keating established a comfort level with his students and together they enjoyed extra – curricular activities (playing soccer, going to the movies). He used a lot of humour while teaching and encouraged his students to find their voice. He constantly related classroom experiences to the outside world. He encouraged his students to maintain their beliefs in the face of others. Out in the fields, he asked the students to find their own strides (comfort zones). He gave the students an opportunity to see and enjoy learning from their own perspectives. He engaged his students’ in authentic forms of learning such as oral presentation / demonstration.
In contrast, Keating’s colleagues approached teaching from an authoritative stance. Their notions about teaching and learning were very different. They referred to Keating’s styles as unorthodox. They gave out all the information and directions but hardly asked for the students’ input. Their instructional strategies were purely founded upon the curriculum and there was no opportunity for extra – curricular activities and social skills building. They assumed the role of teacher – as – director unlike Keating who was a teacher - as – facilitator. The students always waited for instructions and were not accountable for their own learning. They established a classroom environment that was purely educational. The students were not challenged in anyway and were almost always engaged in the traditional forms of assessment (pen and paper). In their opinion, there was a line between teachers and students. They believed Keating had crossed this line.
While I watched the movie, I felt Keating had established a comfortable classroom for his students while the other teachers relied on the direct teaching strategy. I was particularly happy when the boys spoke to him about their concerns (Neil - acting) and sought his advice. It was interesting to see them play soccer together and lift him up in the sky like he was their hero. They went to the movies together and this created an opportunity for them to share outside the classroom routines. The students did not have this sort of rapport with other teachers and it made Keating stand out among the staff. When asked by Neil why he was a teacher, he responded by saying that he loved teaching. His passion for teaching was so great that he shared it with his students.
Some of Keating’s teaching styles are still used in today’s classrooms. However, Keating’s students somewhat misunderstood his intention about seizing the day. Seize the day (living life to the fullest) is not a license to play pranks, disregard parental expectations or disobey school policies. Neil believed that by acting, he could change his parents’ perspective about education. Neil misconceived Keating’s notion of “carpe diem, lads” and resulted to committing suicide because he could not convince his parents about his passion for acting. Todd and his classmates faced disciplinary measures for their actions simply because they also misunderstood the notion of “carpe diem, lads”. There is a time and place for everything. In this case, Keating’s students’ faced the consequences of disobeying the school rules by almost being expelled from the school. Keating on the other hand, was asked to leave the school because it was believed he was indirectly at fault for Neil’s suicide.
Keating was successful in helping his students enjoy poetry as well as believe in themselves to create their own poems. The students would communicate using poetry during their gatherings in the woods. They enjoyed using poetry because they could express themselves freely without memorizing any words or reading lots of texts. It appealed to their emotions; they could think for themselves and were not afraid to make mistakes. The dream of every educator is to encourage students’ to transfer their learning to their everyday life or experiences. This suggests that effective learning has occurred.
It is ideal that students are allowed to participate fully in their learning. However, it is important that students fully understand the basis and consequences for certain decisions / actions. Every educator desires that their students’ are active in their learning as this makes them lifelong learners. Keating’s goals were ideal but somewhat vague. He should have spent quality time explaining to the students’ how they could seize the day. His students’ eventually understood the notion of “carpe diem, lads” after Neil’s suicide. As educators, we are encouraged to be proactive and not reactive. We should realize that for students to learn there should be a communal effort among the students’, staff, parents and the community. Educators have an important role to play but this should not be misinterpreted to mean their sole responsibility to make learning effective. If Keating had involved Neil’s parents’ (and other stakeholders) along the way, maybe the students would have learnt a better way of seizing the day (living life to the fullest).
As a new teacher, I am looking forward sharing my passion for teaching with my students. I want my students to be comfortable in expressing their opinions, fears and concerns. I will ensure that the expectations for my students are very clear and unambiguous. I have learnt that I will succeed in doing this with the support of parents, other members of staff and of course my students.
REFERENCE
1-5 Dead Poets Society: Directed by Peter Weir, Touchstone Pictures presents in association with Silver Screen Partners IV a Steven Haft Production in association with Witt-Thomas Productions. Burbank, CA: Buena Vista Hone Entertainment Inc., 1989, video recording.
Keating unlike his colleagues in the school encouraged his students to be free thinkers (creative). He was very open to his students and used a lot of humour to teach poetry to the students. Keating was interested in the students’ perspectives about poetry not just a poet’s point of view. He positively reinforced his students’ effort towards poetry and he engaged students in experiential learning. He made poetry interesting and realistic and encouraged students to use their imagination. A good example was exemplified when he encouraged Todd Anderson to create his poem during the class presentation. Keating asked Todd to yell out the word “yap” as loud as possible. Next, Keating says to Todd, “Free up your mind”. Then Keating asks Todd to describe in his own words the picture in the class. He holds his hands over Todd’s eyes while Todd describes what is going on in his mind to his peers. When the other students in the class giggle and laugh at Todd, Keating says, “Forget them, forget them”. At the end of this oral presentation, Todd’s classmates applaud his efforts while Keating whispers softly to Todd, “Don’t you forget this”. Although Todd was not prepared for this poetry presentation, this encounter with Keating renewed his enthusiasm for school and extra – curricular activities.
Keating established a comfort level with his students and together they enjoyed extra – curricular activities (playing soccer, going to the movies). He used a lot of humour while teaching and encouraged his students to find their voice. He constantly related classroom experiences to the outside world. He encouraged his students to maintain their beliefs in the face of others. Out in the fields, he asked the students to find their own strides (comfort zones). He gave the students an opportunity to see and enjoy learning from their own perspectives. He engaged his students’ in authentic forms of learning such as oral presentation / demonstration.
In contrast, Keating’s colleagues approached teaching from an authoritative stance. Their notions about teaching and learning were very different. They referred to Keating’s styles as unorthodox. They gave out all the information and directions but hardly asked for the students’ input. Their instructional strategies were purely founded upon the curriculum and there was no opportunity for extra – curricular activities and social skills building. They assumed the role of teacher – as – director unlike Keating who was a teacher - as – facilitator. The students always waited for instructions and were not accountable for their own learning. They established a classroom environment that was purely educational. The students were not challenged in anyway and were almost always engaged in the traditional forms of assessment (pen and paper). In their opinion, there was a line between teachers and students. They believed Keating had crossed this line.
While I watched the movie, I felt Keating had established a comfortable classroom for his students while the other teachers relied on the direct teaching strategy. I was particularly happy when the boys spoke to him about their concerns (Neil - acting) and sought his advice. It was interesting to see them play soccer together and lift him up in the sky like he was their hero. They went to the movies together and this created an opportunity for them to share outside the classroom routines. The students did not have this sort of rapport with other teachers and it made Keating stand out among the staff. When asked by Neil why he was a teacher, he responded by saying that he loved teaching. His passion for teaching was so great that he shared it with his students.
Some of Keating’s teaching styles are still used in today’s classrooms. However, Keating’s students somewhat misunderstood his intention about seizing the day. Seize the day (living life to the fullest) is not a license to play pranks, disregard parental expectations or disobey school policies. Neil believed that by acting, he could change his parents’ perspective about education. Neil misconceived Keating’s notion of “carpe diem, lads” and resulted to committing suicide because he could not convince his parents about his passion for acting. Todd and his classmates faced disciplinary measures for their actions simply because they also misunderstood the notion of “carpe diem, lads”. There is a time and place for everything. In this case, Keating’s students’ faced the consequences of disobeying the school rules by almost being expelled from the school. Keating on the other hand, was asked to leave the school because it was believed he was indirectly at fault for Neil’s suicide.
Keating was successful in helping his students enjoy poetry as well as believe in themselves to create their own poems. The students would communicate using poetry during their gatherings in the woods. They enjoyed using poetry because they could express themselves freely without memorizing any words or reading lots of texts. It appealed to their emotions; they could think for themselves and were not afraid to make mistakes. The dream of every educator is to encourage students’ to transfer their learning to their everyday life or experiences. This suggests that effective learning has occurred.
It is ideal that students are allowed to participate fully in their learning. However, it is important that students fully understand the basis and consequences for certain decisions / actions. Every educator desires that their students’ are active in their learning as this makes them lifelong learners. Keating’s goals were ideal but somewhat vague. He should have spent quality time explaining to the students’ how they could seize the day. His students’ eventually understood the notion of “carpe diem, lads” after Neil’s suicide. As educators, we are encouraged to be proactive and not reactive. We should realize that for students to learn there should be a communal effort among the students’, staff, parents and the community. Educators have an important role to play but this should not be misinterpreted to mean their sole responsibility to make learning effective. If Keating had involved Neil’s parents’ (and other stakeholders) along the way, maybe the students would have learnt a better way of seizing the day (living life to the fullest).
As a new teacher, I am looking forward sharing my passion for teaching with my students. I want my students to be comfortable in expressing their opinions, fears and concerns. I will ensure that the expectations for my students are very clear and unambiguous. I have learnt that I will succeed in doing this with the support of parents, other members of staff and of course my students.
REFERENCE
1-5 Dead Poets Society: Directed by Peter Weir, Touchstone Pictures presents in association with Silver Screen Partners IV a Steven Haft Production in association with Witt-Thomas Productions. Burbank, CA: Buena Vista Hone Entertainment Inc., 1989, video recording.
Friday, June 22, 2007
A new day has come
Hi all,
Welcome to my blog.
Join me on a trip to learn more about Senior Basic English.
I am looking forward to enjoying the course as well as sharing with you all.
All the very best on this journey towards professional development.
Welcome to my blog.
Join me on a trip to learn more about Senior Basic English.
I am looking forward to enjoying the course as well as sharing with you all.
All the very best on this journey towards professional development.
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