Observing Teaching Through Film

Dead Poets Society

The Dead Poets Society is an American award-winning film written by Tom Schulman, starring Robin Williams as Mr John Keating. The film is set in the autumn school term of 1959, when a shy and introverted student named Todd Anderson, begins his first year of junior high school at the conservative, aristocratic boarding school Welton Academy, an elite all-male preparatory college. He is identified as a promising student with great potential, along with his roommate Neil Perry and friends, Richard Cameron, Gerard Pitts, Steven Meeks, Charlie Dalton and Knox Overstreet. At Welton, the vision is to prepare each child for entry to the Ivy League schools. This is achieved through a strict set of rules, conduct and teacher centred, content focused teaching methods and practices that discourage students from challenging any form of authority.

The protagonists in the film are Mr John Keating the new English teacher and student Todd Anderson meanwhile, the antagonist is headmaster Mr Gale Nolan of Welton Academy. On his first day at Welton, Mr Keating surprises his students with his relaxed unorthodox teaching methods. As a former student of Welton Academy himself he inspires his students to “make their lives extraordinary” and expresses in Latin carpe die, meaning “seize the day” (Keating, 1989, 9.56).

Observed behaviour management strategies and techniques

Mr Keating uses a variety of communication strategies such as eye contact, appropriate body language and frequent verbal and non-verbal cues to create a safe learning environment that encourages initiative and critical and creative thinking in his students (Parsonson, 2012). Mr Keating creates a safe learning environment where students feel they belong and are valued as individuals, building a trusting relationship and creating strong connections to each other, the teacher and their learning. He facilitates a love of learning through incorporating?strategies, such as visualisation, inquiry-based instruction and differentiation to captivate his students and get them involved in the learning process.

In various lessons, Mr Keating encourages his students to “look at life in a different way” (Keating, 1989, 38.36). To demonstrate this Mr Keating unconventionally stands on his desk, using this peculiar behaviour as a metaphor for challenging convention and to encourage his students be reflective of their established ways of seeing the world. He uses their desks which had been a symbol of confinement and repression, in a new way. Mr Keating then employs a kinaesthetic experience to both engage the students and to clearly communicate his approach to teaching poetry. He tells his students to rip out the introduction of their poetry books which explains a mathematical formula used for rating poetry. By embedding this metaphor in his teaching strategy, he is inviting students to move outside the confines of their previous learning and approach his class with a new perspective. He extends the metaphor further by inviting them to make up their own style of walking in a courtyard to encourage them to be individuals, and to introduce his student-centred teaching method.

Through this approach Mr Keating demonstrates to his students the dangers of conformity and the “difficulty of maintaining their own beliefs in the face of others” (Keating, 1989, 1:00:56) teaching his students to trust that their own beliefs are unique and are their own. Hattie (2003) identifies the teacher as the most important variable for student learning, stating “It is what teachers know, do, and care about” (p. 2) that is the most powerful indicator of deep learning in the classroom. This suggests, that “how learners see themselves, and what they perceive as important will have a significant effect on their motivation to learn and subsequent behaviour in class” (Hattie, 2012, p. 4) Mr Keating is carefully engaging his students so that they experience his teaching as physical action, followed by critical self-reflection.

This teaching technique enhances student learning by connecting the learning experience to themselves as individuals and to student’ worlds. This technique actively engages student interest and challenges their?preconceived ideas of traditional teaching methods, by demonstrating hands-on learning and visual representation to focus their interest. This technique is represented as the “hook” as Mr Keating has now established a student-centric relationship with his students, engaging them to explore their own identity and their view of the world. Mr Keating also connects student learning directly to students’ pre-existing knowledge for example, by reciting poetry to music while kicking a soccer ball. This taught students that there are various ways you can recite poetry, helping students to build on their own strengths in self-regulation, fostering self-esteem to work towards becoming confident learners (McDonald, 2019).

This strategy reflects integrity and sets a moral vocabulary, igniting meaningful learning experiences that encourage positive risk taking and allowing students to see themselves as individuals who can challenge conformity. Pushing the boundaries of traditional instructional teaching methods, Mr Keating creates new boundaries that are strength based and built on honesty, respect and fairness. This supports students’ social and emotional wellbeing and builds their aspirations for future learning.

Teacher Power

Welton Academy’s school ethos is directed towards the four pillars of education (Tradition, Honour, Discipline and Excellence) reflecting an authoritarian approach to behaviour management. Keating displays a level of rebellion towards the establishment and addresses the power imbalance of the instructional teaching methods by developing a more equal relationship between teacher and student, offering his students an authentic opportunity to think for themselves. Keating demonstrates this by empowering his students through his teaching of poetry, encouraging them to not simply analyse poetry in the mathematical form given in their introductory text, but to create it, to write it, to use it and challenge their preconceived conceptions of what it means to live, to love and to learn.

These teaching strategies that centre strength-based student self-regulation and autonomous learning?facilitate deeper knowledge acquisition while encouraging students to “take ownership for their [own] behaviour and learning” (McDonald, 2019, p. 72). Through his ‘unorthodox’ teaching techniques, Mr Keating manages classroom behaviour by shifting the conventional role of the teacher as the single authority in the classroom, to that of mentor and friend. This approach demonstrates the acceptance of others and shows empathetic understanding, assisting students “in developing the capacity to see other people’s perspectives, thoughts and feelings” (McDonald, 2019, p. 73). Mr Keating helps a particularly disengaged student Todd Anderson who has a lack of confidence come ‘out of his shell’ and realise his potential when he takes him through an exercise in self-expression, resulting in him composing a poem spontaneously in front of the class.

This approach “focused on the interpersonal aspect of education” (McDonald, 2019, p. 81) allowed Todd the opportunity to have a voice, develop meaning and feelings of autonomy, and safety. Mr Keating demonstrates a caring and responsive approach, while modelling trust and mutual respect, conveying a message of purposefulness (McDonald, 2019). This builds students’ curiosity and sense of belonging, encouraging exploration, self-discipline, self-regulation and responsibility (McDonald, 2019). Mr Keating demonstrates this through connecting ideas and engaging students learning to their world. The inclusion of their voice, vision, understanding and insight drives the discussion of the broader importance of expression, supporting “learning as a necessary and universal aspect of the process of developing culturally and socially” (McLeod, 2007, p. 2) competent students. Upon learning that Mr Keating was a member of the unauthorised club Dead Poets Society while he attended Welton Academy, Neil Perry encourages his friends to restart the club and “do something” (Perry, 1989, 26.34) challenging conformity. Neil and his friends challenge authority by sneaking off the school campus at night to a cave where they recite poetry.

This form of self-initiated learning, allows students to form collaborative relationships that are centred on an interpersonal aspect, supporting their future endeavours in?lifelong learning and moving learning outside the classroom. It may appear that Mr Keating is encouraging his students to be reckless, and challenge authority but on the contrary he is showing a willingness to support his students’ choices, demonstrating the importance of asking questions and challenging their current conceptions of the world, empowering them to develop critical thinking, self-reflection and self-exploration.

Alignment of Theorists

Mr Keating’s unorthodox teaching methods resonate with a constructivist teaching approach, which is based around the idea “that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information” (Grey, n.d, para 1). Mr Keating’s approach to classroom behaviour management, is that of student empowerment, resonating with theorist Ginott’s mixed model of congruent communication. By utilising this approach in the classroom, the “teacher encourages students’ autonomy through dignity and awareness of student feelings about situations and themselves” (McDonald, 2018, p. 85). Mr Keating achieves this through building a positive classroom culture that is reflective of an equal relationship between teacher and student that effectively empowers students to take risks and be confident in their abilities. An approach such as this demonstrates a level of mutual respect between teacher and student that aims at reducing negative emotions that will in turn decease stress within the classroom dynamic. Ginott’s model is a student-centred approach reflecting compassion and respectful communication between the student and the teacher. Mr Keating’s classroom management style clearly aligns with Ginott’s theory of congruent communication reflected in his respect for his student’s identity, integrity and autonomy.

A constructivist teaching approach also resonates with theorist Alfie Kohn egalitarian model of beyond discipline where the teacher works within the classroom culture to develop a learning community (McDonald, 2018). Kohn’s theory encourages teachers to look beyond traditional discipline methods “to?understand our assumptions and thinking” (McDonald, 2018, p. 132), challenging educators to look beyond traditional methods of classroom management. Kohn’s model is very similar to that of Ginott’s, where mutual respect, kindness and compassion are utilised in the classroom culture. Mr Keating focuses his teaching practices on the model of “challenging contemporary thinkers” (McDonald, 2018, p. 132) and engaging his student to “become active and informed citizen” (Australian Institute for Teaching and School Leadership [aitsl], 2011, p. 2). Mr Keating achieves this through establishing a safe, consistent, predictable and inclusive learning environment, where his students are free to challenge their current conceptions of the world. He demonstrates this through a student centric approach with structured lessons that actively involve his students in the learning process. His approach to classroom behaviour management is achieved as Mr Keating remains sensitive to his student needs “focusing on the situation, not the student, and viewing students as being capable of making good decisions” (McDonald, 2018, p 85). Mr Keating demonstrates this by encouraging his students be motivated and to know that learning can be joyful, with the reminder of the importance of rethinking our priories, and not succumbing to conformity.

Mr Keating constructivist teaching methods also resonate with theorist Richard Curwin and Allen Mendler’s egalitarian model of discipline with dignity. This is where the teacher maintains “a positive learning environment that supports students’ dignity” (McDonald, 2018, p 85) and allows students a safe learning environment that is focused on a working partnership between teacher and student. This approach is demonstrated through creating a well-structured learning environment that fosters positive classroom behaviour. Mr Keating models’ opportunities for his students to think aloud and develop curiosity connecting relevant content to outside of the classroom. Mr Keating approaches this in an ethical manner, attuned to his student’s interest, focusing on opportunities to mentor his students, by forging strong relationships. Mr Keating’s classroom management style clearly aligns with theorist Richard Curwin and Allen Mendler’s egalitarian model of discipline with dignity as this reflects critical thinking that is reflective of inquiry-based learning, creating a classroom dynamic that is student-centric and rich in real world learning (McDonald, 2018).

Conclusion

Mr Keating taught his students the value of “looking at life in a different way” (Keating, 1989, 38.36) and importance of challenging boundaries and conformity. He encouraged his students to express themselves to make learning meaningful and relevant to their lives for lifelong learning. Mr Keating mentored his students and modelled behaviour that engaged his students in critical and creative thinking. Mr Keating approached his lessons with enthusiasm creating a classroom dynamic that was student-centric and rich in real world learning. The most important lesson that Mr Keating teaches is "Carpe Diem," which taught his students to "Seize the Day" to live life to its fullest.?

Reference

Australian Institute for Teaching and School Leadership, (2011). Australian Professional Standards for Teachers: Retrieved from: https://www.aitsl.edu.au/docs/defaultsource/national-policy-framework/australian-professional-standards-for-teachers.pdf

Grey, A. (n.d). Constructivist Teaching and Learning. SSTA Research Centre Report #97- 07: Retrieved from https://saskschoolboards.ca/wp-content/uploads/97-07.htm

Hattie, J.A.C. (2012). Visible Learning for Teachers. Maximise Impact on Learning: Pages 1- 29. Retrieved from https://www.taylorfrancis.com/books/mono/10.4324/9780203181522/visible-learning-teachers-john-hattie

Hattie, J.A.C. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia. https://research.acer.edu.au/research_conference_2003/4/

McDonald, T. (2019). Classroom management: Engaging students in learning. ProQuest eBook Central: Retrieved from: https://ebookcentral.proquest.com

McLeod, S. (2007) Lev Vygotsky's Sociocultural Theory. Simple Psychology: Development Psychology / Lev Vygotsky. Retrieved from https://www.simplypsychology.org/vygotsky.html

Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies. Weaving Educational Threads. Weaving Educational Practice. Ministry of Education: Special Education: Hawks Bay Region, Kairaranga – Volume 13, Issue 1: 2021

Weir, P, (1989). Dead Poets Society [Motion Picture] United States: Buena Vista Picture Distribution (United States) Warner Bros.