Dead Poets Society

The schoolmen were schoolboys fist, Stephen said superpolitely. Aristotle was once Plato’s schoolboy. Previous graduates of Welton Academy go one to teach English Literature, run the school, and eventually pass on and merely occupy a place on the wall. The current students face numerous challenges trying to live up to the expectations of the school, their parents, and the ghosts on the wall.

Occurring in the 1960s, Dead Poets Society accurately captures the clash between generations. Only Mr. McAllister, a self-described realist who teaches biology, seems to understand and appreciate what is happening. Society, the school, the students, and finally Mr. Keating all lose their innocence during the film as the conflict becomes a conflagration.

During a performance of A Midsummer Night’s Dream, Neil Perry is not merely repeating his lines but giving a monologue to his stubborn father, to no avail. At the end of the film, as Mr. Keating leaves, the students who realize that they must stand up to arbitrary rules and follow what they believe to be right are the ones who will make their lives extraordinary. Mr. Keating had taken the fall for the sequence of events but as he leaves the school, he sees the students’ response and understands that he has partially reached his goals.

To me, Dead Poets Society is an excellent film because everything (acting, direction, screenplay, soundtrack, set design, even the overall colour scheme) combines together to create a series of overarching themes and a mood, becoming greater than the sum of its parts. To Catch a Thief, The Shawshank Redemption, The Matrix, and The Graduate are other examples of this synergy.

Irrespective of the fact that key scenes have evolved through pop culture, moving from classic to clichéd it is still enjoyable upon a second viewing. Those two jackanapes in the Cineplex “preview show” (before the trailers) would have ruined the ending anyways.

Maybe I will start next year’s marketing class with something out-of-the-box, like a team-building exercise involving paper airplanes. Or maybe I will only follow the Trigonometry teacher’s approach and deduct one mark off the final grade for every missed homework assignment. “I urge you not to test me on this point.”

What I Learned this Summer, Part II

This was probably the area where it is most difficult to evaluate my progress. Largely because I have not had any specific feedback from students about my lesson plans. I enrolled in a OISE/UT Additional Qualifications course and was able to communicate and exchange ideas with a plethora of business teachers facing similar concerns.

Consequently, I have a much better idea of what I teach, why I teach, who I teach, and how I should teach. Even if I forget the entire Business Studies component of this course, I will remember to ask myself those questions.

Throughout the course, we discussed how to best put ourselves in the shoes of the students who are enrolled in the course. While completing a technology based assignment, we talked about how challenging it can be to try a new task with no prior experience. Sometimes it seems that as teachers and coaches, we have done the same thing so many times we forgot what it was like to do it the first time. I will be sure to help students adapt to their new environment as they enter Grade 9 and comprehend new technologies which may be unfamiliar.

I don’t want to be in class talking about the politics of marketing or on the court talking about the triangle offence if the teenagers to whom I am speaking don’t understand the concept. As a leader, it is my job to break these ideas down into smaller specific instructions. I really want to incorporate more scaffolding in the classroom and in my practice plans. I can’t tell an M.D.P. team that the timing of the camp offence is off without explaining why this is important and how it scoring opportunities for everyone can be increased if we tighten up the execution. As Lao-Tzu said, “A journey of a thousand miles begins with a single step.”

Even Mike Krzyzewski spoke about how the Redeem Team had an attention-span of fifteen minutes and that he needed to mix things up with different speakers, different media, and rhetorical techniques, especially humour. In the The Gold Standard, Coach K writes about how instructing major concepts at the beginning of practice seemed to sap everyone’s energy. The articles and books that I read - along with my assignments for OISE/UT and the National Coaching Institute - demonstrated how much my first two goals for the summer are very interconnected.

What I Hope to Learn this Summer, Part II

Teaching ex tempore, incorporating current events, finding stories of local interest, and attempting to follow student trends in order to make them part of the course enhance my teaching style but I feel that I can do better. I really want to create lessons that are significant for the class and meet their needs, hopefully engendering the same enthusiasm for marketing and finance that I have. I want to discuss major issues and make students stop to think.

During the spring, I read No Logo by Naomi Klein. I think that it can be a good resource for both high school and post-secondary marketing instructors. To me, the book is meaningful because it advances issues initially raised by legends of the field like Theodore Levitt but illustrates the argument with examples that students can relate to. The publication date on some articles sometimes causes students to tune out so for that reason alone, excerpts from Klein’s exposé are more accessible.

(Obviously, globalization is one of a litany of pertinent issues in the field of marketing.)

In 1972, Al Ries and Jack Trout authored a paper entitled “The Positioning Era Cometh”; in 2000 Klein published her book. Both works - and countless others - describe brand dominance, beginning with the advent of the television age and continuing until today’s age of increased communication and information, and its effects on consumers. Ries and Trout look forward several decades whereas Klein recounts recent marketing history and analyzes what consumers should do next. Levitt’s prescient article about Globalization discusses how global companies will overtake the neighbourhood store and what will happen to local economy, although he is not as austere as Klein.

Once brands overtake products - from shoes and clothes to phones and communication to schools and politicians - and image supersedes quality, modern life bursts at the seams with noise. The public space is imbued with logos, conversation littered with slogans. Sometimes I feel that we don

I don’t think that we ask enough questions. What is the point of education aside from providing a critical framework to analyze the reasoning behind actions? The actual fundamentals of globalization - importing, manufacturing, transporting, storing products - are soon forgotten but the trend affects the lives of students on a daily basis. I want to imbue the marketing course with significance, inspiring inquisitiveness.

It’s like asking a student why they bought a gold-coloured Cavaliers baseball hat: did they buy it because New Era makes the most durable and comfortable hats on the market or because they think LeBron James is cool? Or it may be merely because Chris Brown wore it in a photo posted on TMZ. I don’t care either way but I hope they understand why they made the decision.

If it’s possible to delve that deeply into an subject these days...

I have far fewer answers to my problem than I would like and I hope to gain some insight by reading, studying, and learning from others at an OISE/UT Additional Qualifications course during the month of July.

What I Hope to Learn this Summer, Part I

I hope to improve my ability to deal with people and egos, to better motivate student-athletes and demonstrate more empathic leadership. I recently read Competitive Fire by Michael Clarkson and learnt many facts that I hope to apply in the coming year. We often discuss how it seems that teenagers have a “fight or flight” mentality but there is a scientific basis to the argument. Under pressure, the brain releases hormones, such as adrenaline or noradrenaline, that can cause aggressiveness, increase feelings of fear, and inspire the body to perform faster, higher, or stronger.

All people, including athletes, need to manage these feelings. Teenagers at school or on the court may be sensing this stress for the first time. It is up to coaches to transform aggressiveness into confidence and fear and tension into increased focus. Some players need to be reminded of a comfort zone, such as the gym where they had fun as a child. Others need a combination of assurance and encouragement so that they channel their urge to defend their ego in a positive direction. It may be necessary to put the sport or evaluation into perspective so fear of failure is not catastrophic. Mental sets at the beginning of class or practice can help a group of student-athletes develop their ability to focus or one-on-one discussions afterwards can give an individual the boost they need to get through the day. Or it may be necessary to simulate game conditions in practice and help players visualize a successful performance.

The ideal of Tachypsychia is very intriguing. During a competitive situation, the brain releases hormones which allow the person to perceive more information. This creates the impression that time has slowed down, a player can see gaps in the defence, or that the ball has entered the net a moment before it actually does. Inducing that feeling - and handling it in a calm manner - is a challenge for a coach.

Visualizing that a big game is just another pick-up game back home is similar to thinking that the audience for a big PowerPoint presentation is comprised of friends and family. Focusing intently on a foul shot and ignoring distractions is similar to excelling on a final exam. That is why I want to help others handle stress better.

There are so many different strategies to maximize the affects of arousal that a coach may need to treat every player differently or a teacher may need to attempt multiple techniques with different groups of students. Sensing what is appropriate for each occasional is an aptitude that I wish to improve over the next two months. In addition to my own personal reflection, I hope to read Red and Me and The Gold Standard. The former is an account of the unique relationship between a superstar and an elite coach (Bill Russell and Red Auerbach) and the latter is the story of a team comprised of multiple egos under extreme pressure (the 2008 United States “Redeem Team.”

The Class

For teachers, Laurent Cantet’s Palme d’Or winning film, Entre les murs, is a mirror on their daily lives. For others, it’s a window into a public school system that has changed a great deal during the past twenty years.

François Marin teaches the French language to junior high students in the 20th Arrondissement in Paris. Over the course of the year, both teachers and students face many trials and tribulations. At the end, almost everyone admits that they have learned something and they all get along during a staff-student soccer match. However, the year is not a success for all, such as a student expelled for violent behaviour and another who wishes to drop out.

Debates occur frequently: in class, in the staff room, and during meeting. The protagonist must separate François from M. Marin for his own personal health and sanity. The film questions how important decisions are made in schools and whether they best serve the student: how should students be rewarded (and penalized)? Do the needs of the many (the class) outweigh the needs of the few (the student)? Doubt is cast on the relevance of the curriculum and whether anyone really knows anything (“If I claim to be a wise man, it surely means that I don’t know”). Students continually debate the matter of which African country has the best soccer team.

How can teachers best serve students? Youth require some combination of the curriculum, along with communication, critical thinking, analysis, socialization, self-control, organization, and countless other skills. Can it be taught in a single year, or over the course of thirteen years? As the characters find out at the end of the film, there are things more important than what happens between the walls of the classroom.

John Wooden said that teachers should never get angry with students who test them but they should always remain fair and firm. M. Marin does his best but even the best teachers at the school slip from time to time and need help. During the school year, both students and teachers make significant personal improvements.

The film is very realistic, posing as a documentary. It may run a little long but the story successfully creates drama and comedic out of mundane school moments. The screenplay is accurate, depicting many moments that may seem absurd when shown on the big screen but occur daily in school around the globe. The large cast performs very well and the audience develops a rapport with the teachers and the students, even those who disrupt the class. Cantet and writer François Bégaudeau ask relevant questions about the school system and its future direction.

One student struggles with writing but can succeed by communicating in other ways. Unfortunately, due to his self-control problems, he takes a step backwards. After expulsion, it is hoped the student will succeed at his new school but his fate remains unknown.