Using Bryan's feedback about the overall feel of the essay being very report-like, and a compare and contrast paper without enough opinion, I reviewed my essay with a critical eye. I, too, found that it made valuable comparisons, but did not show the reason why this comparison was important. (the overall opinion of the essay). I have made some subtle changes that I hope help my essay be more purposeful.
The film Dead Poet’s Society forces us to question the effects of traditional teaching methods as they are so starkly contrasted with those of a controversial new teacher at Welton Academy, John Keating. Set in 1959, the film reflects the education system in the 1950’s. The reputable Welton Academy represents the notions of teaching popular at the time within which it was set, while Keating’s approach looked forward to the needs of students in modern society. Throughout its history, Welton found its strength in four pillars: Excellence, Discipline, Tradition, and Honour. However, the four pillars within Keating’s classroom were very different indeed.
The first pillar at Welton Academy is Excellence. Excellence is seen to be top grades and the passing on of their graduates to highly regarded postsecondary institutions. The teachers see it as their responsibility to force the boys into this excellence, to demand it of them. We watch as the boys are spoken to, as they are taken through memorization exercises by their Latin teacher, and as they are told by their Trigonometry teacher that only “absolute precision” will be respected. But instead of memorization and precision, Keating disregards precise poetic measure, and encourages the boys to do so as well through the ceremonious ripping out of Pritchard’s introduction. He instead requires them to create, and then share this creation with others. The Ontario English curriculum states that teachers should support students as they “deepen their understanding of themselves and the world around them”. Keating attempts to give the boys the ideas and skills that will allow them to find themselves in the world and do great things with their individuality. We hear him say, “Boys, you must strive to find your own voice” and “make your lives extraordinary”. Keating immediately sets to work establishing the pillar of Empowerment.
Discipline is a pillar that is equally emphasized at Welton Academy. This permeates into all aspects of school life. We see this discipline when Charlie is punished with a paddle, but even in the subtle, upright posture that the boys assume during their lunch hour when being watched by school leaders. In Keating’s class we observe the boys body language to be more relaxed and their comfort in speaking out. But this does not mean that Keating requires nothing of them. In fact, he pushes each one of them to find their passion and commit to it, an increasingly important factor in the modern, competitive workforce. Keating encourages this through his interest in their interests. He attends Neil’s play to show his devotion and leads by example. Keating erects the pillar of Dedication.
The pillar of Honour is that less spoken of until it is feared to be losing its strength. Honour itself is the adherence to conventional standards of conduct, which the boys are expected to carry out without question. But when Keating encourages the boys to be honest and adhere to strong moral principals, these principals are often against convention. When Neil is troubled over his father’s views on pursuing acting, Keating does not convince Neil to be content with conventional pursuits. Instead Keating tells him that he is “not an indentured servant. If [acting] is not a whim for you, you prove it to him by your conviction and your passion” but goes on to encourage Neil to do the right thing and speak to his father before the play. Keating requires the boys to stand strong with the pillar of Integrity, the quality of moral uprightness.
Welton Academy’s final pillar is Tradition. Not only are the boys expected to believe those notions of previous generations, but it is assumed that they are not capable of otherwise. Keating’s colleague expresses this viewpoint by saying “Free thinkers, at seventeen?” which is followed by a doubtful laugh. Contrary to this, Keating provokes his students to not “just consider what the author thinks. Consider what you think” and dares them to “strike out and find new ground”. He invites the boys to challenge the world as they know it. This coincides with the Ontario English curriculum’s stance that students should consider all factors for the purpose of “exploring possibilities”. Both literally and figuratively, Keating encourages the boys to rebel against the conventional way to view the world, and to walk their own stride. In this way he teaches them to jump out of tradition and find potential in the pillar of Innovation.
The contrast of the teaching methodology used by the Welton Academy and those used by Keating can be compared to the contrast between those education methodologies of the past and those of the present. In the times leading up to the 1950’s success meant knowledge and the accumulation of known truths, a reflection of the requirements for the workforce. But education of today must teach problem solving, creativity, and critical thinking. The pillars of the Welton Academy do not prepare students for today’s society and the current workforce. Keating was ahead of his time, and his methods complement the curriculum of today. The Ontario English curriculum states that language is best learned through stimulating activities and that teachers should include a rich variety of such, with both independent and collaborative assignments. The curriculum requires students to use critical and creative thinking when completing inquiries, and to contribute relevant ideas to group discussions. It is for this reason that Keating’s pillars of Empowerment, Dedication, Integrity, and Innovation should be adopted by the modern teacher.
Thursday, June 28, 2007
Monday, June 25, 2007
Dead Poet's Society Essay
Keating's Four Pillars
June 25, 2007
The film Dead Poet’s Society forces us to question the effects of traditional teaching methods as they are so starkly contrasted with those of a controversial new teacher at Welton Academy, John Keating. Set in 1959, the film reflects the education system in the 1950’s. The reputable Welton Academy represents the notions of teaching popular at the time within which it was set, while Keating’s approach looked forward to the needs of students in modern society. Throughout its history, Welton found its strength in four pillars: Excellence, Discipline, Tradition, and Honour. However, the four pillars within Keating’s classroom were very different indeed.
The first pillar at Welton Academy is Excellence. Excellence is seen to be top grades and the passing on of their graduates to highly regarded postsecondary institutions. The teachers see it as their responsibility to force the boys into this excellence, to demand it of them. We watch as the boys are spoken to, as they are taken through memorization exercises by their Latin teacher, and as they are told by their Trigonometry teacher that only “absolute precision” will be respected. But instead of memorization and precision, Keating disregards precise poetic measure, and encourages the boys to do so as well through the ceremonious ripping out of Pritchard’s introduction. He instead requires them to create, and then share this creation with others. He attempts to give them the ideas and skills that will allow them to find themselves in the world and do great things with their individuality. We hear him say, “Boys, you must strive to find your own voice” and “make your lives extraordinary”. Keating immediately sets to work establishing the pillar of Empowerment.
Discipline is a pillar that is equally emphasized at Welton Academy. This permeates into all aspects of school life. We see this discipline when Charlie is punished with a paddle, but even in the subtle, upright posture that the boys assume during their lunch hour when being watched by school leaders. In Keating’s class we observe the boys body language to be more relaxed and their comfort in speaking out. But this does not mean that Keating requires nothing of them. In fact, he pushes each one of them to find their passion and commit to it. He encourages this through his interest in their interests. He attends Neil’s play to show his devotion and leads by example. Keating erects the pillar of Dedication.
The pillar of Honour is that less spoken of until it is feared to be losing its strength. Honour itself is the adherence to conventional standards of conduct, which the boys are expected to carry out without question. But when Keating encourages the boys to be honest and adhere to strong moral principals, these principals are often against convention. When Neil is troubled over his father’s views on pursuing acting, Keating does not convince Neil to be content with conventional pursuits. Instead Keating tells him that he is “not an indentured servant. If [acting] is not a whim for you, you prove it to him by your conviction and your passion” but goes on to encourage Neil to do the right thing and speak to his father before the play. Keating requires the boys to stand strong with the pillar of Integrity, the quality of moral uprightness.
Welton Academy’s final pillar is Tradition. Not only are the boys expected to believe those notions of previous generations, but it is assumed that they are not capable of otherwise. Keating’s colleague expresses this viewpoint by saying “Free thinkers, at seventeen?” which is followed by a doubtful laugh. Contrary to this, Keating provokes his students to not “just consider what the author thinks. Consider what you think” and dares them to “strike out and find new ground”. He invites the boys to challenge the world as they know it. Both literally and figuratively, he encourages them to rebel against the conventional way to view the world, and to walk their own stride. In this way he teaches the boys to jump out of tradition and find potential in the pillar of Innovation.
The contrast of the teaching methodology used by the Welton Academy and those used by Keating can be compared to the contrast between those education methodologies of the past and those of the present. In the times leading up to the 1950’s success meant knowledge and the accumulation of known truths, a reflection of the requirements for the workforce. But education of today must teach problem solving, creativity, and critical thinking. The pillars of the Welton Academy do not prepare students for today’s society and the current workforce. Keating was ahead of his time, and his methods complement the curriculum of today. The Ontario English curriculum states that language is best learned through stimulating activities and that teachers should include a rich variety of such, with both independent and collaborative assignments. The curriculum requires students to use critical and creative thinking when completing inquiries, and to contribute relevant ideas to group discussions. It is for this reason that Keating’s pillars of Empowerment, Dedication, Integrity, and Innovation should be adopted by the modern teacher.
The first pillar at Welton Academy is Excellence. Excellence is seen to be top grades and the passing on of their graduates to highly regarded postsecondary institutions. The teachers see it as their responsibility to force the boys into this excellence, to demand it of them. We watch as the boys are spoken to, as they are taken through memorization exercises by their Latin teacher, and as they are told by their Trigonometry teacher that only “absolute precision” will be respected. But instead of memorization and precision, Keating disregards precise poetic measure, and encourages the boys to do so as well through the ceremonious ripping out of Pritchard’s introduction. He instead requires them to create, and then share this creation with others. He attempts to give them the ideas and skills that will allow them to find themselves in the world and do great things with their individuality. We hear him say, “Boys, you must strive to find your own voice” and “make your lives extraordinary”. Keating immediately sets to work establishing the pillar of Empowerment.
Discipline is a pillar that is equally emphasized at Welton Academy. This permeates into all aspects of school life. We see this discipline when Charlie is punished with a paddle, but even in the subtle, upright posture that the boys assume during their lunch hour when being watched by school leaders. In Keating’s class we observe the boys body language to be more relaxed and their comfort in speaking out. But this does not mean that Keating requires nothing of them. In fact, he pushes each one of them to find their passion and commit to it. He encourages this through his interest in their interests. He attends Neil’s play to show his devotion and leads by example. Keating erects the pillar of Dedication.
The pillar of Honour is that less spoken of until it is feared to be losing its strength. Honour itself is the adherence to conventional standards of conduct, which the boys are expected to carry out without question. But when Keating encourages the boys to be honest and adhere to strong moral principals, these principals are often against convention. When Neil is troubled over his father’s views on pursuing acting, Keating does not convince Neil to be content with conventional pursuits. Instead Keating tells him that he is “not an indentured servant. If [acting] is not a whim for you, you prove it to him by your conviction and your passion” but goes on to encourage Neil to do the right thing and speak to his father before the play. Keating requires the boys to stand strong with the pillar of Integrity, the quality of moral uprightness.
Welton Academy’s final pillar is Tradition. Not only are the boys expected to believe those notions of previous generations, but it is assumed that they are not capable of otherwise. Keating’s colleague expresses this viewpoint by saying “Free thinkers, at seventeen?” which is followed by a doubtful laugh. Contrary to this, Keating provokes his students to not “just consider what the author thinks. Consider what you think” and dares them to “strike out and find new ground”. He invites the boys to challenge the world as they know it. Both literally and figuratively, he encourages them to rebel against the conventional way to view the world, and to walk their own stride. In this way he teaches the boys to jump out of tradition and find potential in the pillar of Innovation.
The contrast of the teaching methodology used by the Welton Academy and those used by Keating can be compared to the contrast between those education methodologies of the past and those of the present. In the times leading up to the 1950’s success meant knowledge and the accumulation of known truths, a reflection of the requirements for the workforce. But education of today must teach problem solving, creativity, and critical thinking. The pillars of the Welton Academy do not prepare students for today’s society and the current workforce. Keating was ahead of his time, and his methods complement the curriculum of today. The Ontario English curriculum states that language is best learned through stimulating activities and that teachers should include a rich variety of such, with both independent and collaborative assignments. The curriculum requires students to use critical and creative thinking when completing inquiries, and to contribute relevant ideas to group discussions. It is for this reason that Keating’s pillars of Empowerment, Dedication, Integrity, and Innovation should be adopted by the modern teacher.
Friday, June 22, 2007
Let your dreams devour your life....but not your life devour your dreams.
Hello everyone! My name is Tonia Shmordok, and I attended teachers' college at Brock's Hamilton campus in 2001-2002. So I have been teaching for 5 years. I am certified as a J/I English Specialist, and have worked mainly teaching Grade 7 English and Social Studies. My first year I taught in Ontario (Brampton) and got married. My husband and I then re-located to Calgary, Alberta (before the big boom!) and I worked as a Waldorf teacher at a Steiner school. I moved on to an ESL Charter school the next year (charter schools are unique to Alberta...publicly funded schools with an independent board and a "private school" philosophy). There I taught the regular curriculum using ESL strategies to students from 23 different countries. Now, I find myself in New Zealand! I currently live in Auckland where it is winter right now, but people are still wearing t-shirts. If any of you are looking for overseas opportunities I know heaps (as they say in New Zealand) about the immigration process and New Zealand is dying for experienced teachers.
But we miss home tremendously and have booked our flights for August. I hope to teach in the secondary panel and am now pursuing work in the Midland/Tiny Township area - proving to be tricky!
While teaching, I find that i can get very wrapped up in an English lesson and become so passionate about getting my students to "see the light" that I have come to realize I must pursue this path. And so I am becoming an English teacher!
But we miss home tremendously and have booked our flights for August. I hope to teach in the secondary panel and am now pursuing work in the Midland/Tiny Township area - proving to be tricky!
While teaching, I find that i can get very wrapped up in an English lesson and become so passionate about getting my students to "see the light" that I have come to realize I must pursue this path. And so I am becoming an English teacher!
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