Instead of taking the traditional route of education for the students, learning about the required topics for the Oxbridge examinations, he takes his ‘General Studies’ lessons into a more culturally diverse lesson so the students are more well-rounded. These culturally diverse lessons provide much of the humour in the Alan Bennett’s play, and I think he has implemented these scenes to lighten the serious matters. The interruption of the headmaster and Irwin increases the comedy. The juxtaposition of Hector’s character immediately contrasts that of the headmasters greatly as soon as he walks in. Hector’s eccentricity and liberal character contrasted with Felix’s strict
Which character do you think learnt the most by the end of the play and why? Through the journey of the play the characters experience lessons about life by the Inspector acting as a teacher. Although some of the characters remain unaffected by the Inspector, Sheila seems to be influenced by him and is known as the character who seems to learn something, the only other one being Eric. JB Priestley seems to use the younger generation to promote his views on the play and the younger generation as the people who end up learning the most. Priestley does this to show the audience that socialists are the way forward.
First, his teachers have made a nonverbal promise to students by showing up that they will do anything in their power to teach and to make sure that they comprehend the lesson. Second, he comments that many of his classmates have no desire to learn and were notorious to slack off from doing homework that were assigned from teachers. Finally, he stood out to Ken Harvey, who asked for an opinion about working hard to reach achievement, saying that “he wanted to be average.” Rose questions himself why he wanted to be average and how crazy it is in school years. Rose concludes that he is intelligent in his educational ways of being an average person by being forced to sit in a classroom without anyone challenging him to be a successful learner. Although Mike Roses’ learning experience paid off, students are responsible for doing assigned work and finding ways to understand what they are being taught by teachers with higher standards.
Directed by Peter Weir, ‘Dead Poets Society’ is an exceptional film which has exhibits the complex notions of conformity. The film demonstrates the basic meaning of conformity, the paradoxical notion of conformity and how conformity keeps people in their comfort zone. Set during the year 1959 in rural Vermont USA; the film revolves around a group of seven boys and their newly appointed English teacher attending the highly prestigious and academically excellent boarding school, Welton Academy. In the beginning of the film it is shown that conforming keeps many in their comfort zone. Mr Keating does not conform to the current curriculum and teacher centred teaching style instead rebelling in his own way through his unorthodox, student centred teaching style.
The slow motion technique is used throughout the sequence to indicate meaningful and serious characters. The shot then swings to follow Donnie as he enters the school. He is separate from his friends and leads them down the hall, creating a sense of individuality. It separates him from the pack and highlights him as a superior person who is not caught up in insignificant aspects of school life. The camera then pans resulting in a point of view shot as Donnie approaches the school bully.
Once again the teacher looked up at him, and informed him that if he continued to disrupt the class she was going to write him up. The student stopped the noise and remained quiet for the rest of the class period. The antecedent in this scenario is that the student was ignored by the teacher when he raised his hand, and his behavior after the antecedent was talking out loud to himself and tapping his hands on his desk. The consequences were the teacher threatening to write him up and I believe the function would be that the student wanted the teacher’s attention. In this
Vocational Education affects Mike Rose as he is not challenged intellectually, and is being abuse emotionally, but even after facing these problems, he learns to be social and appreciates diversity. Mike’s intellectual was working below his abilities. He lost interest in learning at school or in even paying attention he says, “During my time in Voc. Ed., I developed further into a mediocre student and a somnambulant problem solver, and that affected the subjects I did have the wherewithal to handled: I detested Shakespeare; I got bored with history. My attention flitted here and there” (Rose 160).
How can you complain about something you yourself do? Hypocritical much! I would also like to point out the fact that Mr. Goldstein is a student while Choy is a professor, if the professors not complaining then why should he. Also, another rebuttal Goldstein brings up is that the taping of the keys is a distraction. “The tapping noise is also distracting, and I think, that as a member of the class, I have a right to be protected from such distractions” (Goldstein, 271).
James Addis GCSE English (evening class) Dyslectic Explore the ways writer’s present conflict in your selection of 3-5 poems from the collection different cultures you have studied. Not My Business by Niyi Osundare The writer of the poem “Not my Business” writes about an inner conflict of the character has on wherether to get involved against a milatry regime that are taking over the area and forcing people to conform to their way. The poet writes “what business of mine is it” the character does set himself a line that if the regime take away he’s food that when he see the need to step in “As long they don’t take the yam from my savouring mouth?” The poet also writes about people’s work being disrupted and people being sacked on the spot without any conversasion. “Chinwe went to work one day only to find her job was gone: No query, no warning and no probe just one neat sack for a stainless record.” And again the character says as long as it does not affect him “What business of mine is it so long they don’t take the yam from my savouring mouth.” But then come the point when the milatry regime come and knock at his door “And the one evening, as i sat to eat my yam, A knock on the door froze my hungry hand” at this point the character start to come to realise that he should of stood up for other people around him rather than have this stand offish atittued to the people that surround him. The character is taken into the regime as there is nobody left to stand up for/with him.
As the play unravels, the behaviour of hector seems to become more erratic and the comical side of him seems to be slowly drifting away. Although this is happening I still feel that the unique style that hector brings in terms of teaching is giving the boys a real edge for their university hopes all the boys have built up, through the way the Headmaster drums university into them. The character of Hector is introduced to us by Bennett from the very start of the play and the initial introduction is very bold and makes us a little wary that his introduction isn’t what we would have expected of a teacher. Hector turns up to school on his motorbike which I think is done by Bennett just to show he doesn’t like being the same as everyone else and has his own style. At this stage I think that nothing would be frowned upon but as he wears his leathers and has the boys waiting to undress him, I can understand why he is seen as disturbing by others.