School of Rock – Assigning Roles
This movie is about a substitute teacher, Mr. Shneebly, creating a band in his classroom in order to have them compete in a battle of the bands contest. This scene of School of Rock shows Mr. Shneebly assigning specific roles for each student in order to create the band. He creates a role for each child, giving them each a job such as keyboard, guitar, drums, security, and more. I chose this clip because I like how mindful the instructor is in his teaching by giving each student a role, even if it’s a small one. Each of these roles gives the student a feeling of importance and purpose in the classroom. By using this method of teaching, he encourages the students and plays to each of their strengths. As each student gets to work in a role that highlights their assets, they all get a fair chance at success in the band. The teacher recognizes that each student has their own strengths and weaknesses and that the classroom must be a place for each student to explore these strengths and weaknesses. This clip made me think that fairness in the classroom does not necessarily mean that each student has the same roles, but that every student is given what they need to succeed. The teacher in this video demonstrates this idea by giving each child a role in which they are able to succeed with the abilities that he or she has. The teacher thoroughly thinks about the students’ abilities and creates a job in which they can be useful to the team. This allows the classroom to function smoothly as each student becomes a valued member of the band. Overall, I think that by putting every student in a position to succeed, the teacher shows a mindful and supportive approach to education.
This movie is about a substitute teacher, Mr. Shneebly, creating a band in his classroom in order to have them compete in a battle of the bands contest. This scene of School of Rock shows Mr. Shneebly assigning specific roles for each student in order to create the band. He creates a role for each child, giving them each a job such as keyboard, guitar, drums, security, and more. I chose this clip because I like how mindful the instructor is in his teaching by giving each student a role, even if it’s a small one. Each of these roles gives the student a feeling of importance and purpose in the classroom. By using this method of teaching, he encourages the students and plays to each of their strengths. As each student gets to work in a role that highlights their assets, they all get a fair chance at success in the band. The teacher recognizes that each student has their own strengths and weaknesses and that the classroom must be a place for each student to explore these strengths and weaknesses. This clip made me think that fairness in the classroom does not necessarily mean that each student has the same roles, but that every student is given what they need to succeed. The teacher in this video demonstrates this idea by giving each child a role in which they are able to succeed with the abilities that he or she has. The teacher thoroughly thinks about the students’ abilities and creates a job in which they can be useful to the team. This allows the classroom to function smoothly as each student becomes a valued member of the band. Overall, I think that by putting every student in a position to succeed, the teacher shows a mindful and supportive approach to education.
Glee – Rachel’s First Dance Class with Cassandra
In this scene from the TV show Glee, Rachel Berry has just begun her new adventure at the New York Academy of Dramatic Arts (NYADA) and is still finding her way navigating this new big city and her university classes. This clip shows her first dance class with the renowned musical theatre performer Cassandra, and displays the type of teaching that takes place in her classroom. I chose this scene because, in my opinion, this teaching as offensive to the student and discouraging. The teacher insults the students right off the bat with put-downs, calling a girl a “muffin-top” and telling her that she needs to go on a not-nutritional diet. By being this rude to the students, the teacher establishes herself as a bully more than an instructor. She tries to be a dictator in the classroom, and instead of using discipline and blunt comments to be motivational, she uses this method of teaching to be plain rude towards the students. Also, she encourages unhealthy habits in the students, saying that severe body dysmorphia is not something that should be prevented while dancing, but that if one does not dance to the point where he or she is injured, they “don’t want it enough”. This shows how the teacher does not care about the wellbeing and health of the students at all, and simply wants them to follow her rules and reach her standards no matter what it takes. She establishes that she does not care if her students succeed because she does not believe that the majority of the students are good enough to succeed or have the potential to reach their goals. Instead of teaching the students the tools that they need to reach their goals, she harshly tells them that most of them will never be able to reach their goal and she even tells Rachel that she sucks at dancing. Also, this is the first class that of the year, meaning that these students must be entering the class at different skill levels. Rather than acknowledging that each student has come from a different background and has had different training, she insults Rachel’s hometown and her background. Overall, I thought that this approach to teaching could potential interfere with the education of the student because it is not supportive of the student’s learning. This scene makes me realize that there is a fine line between motivating the student with blunt, slightly harsh, yet constructive criticism and bullying the student with rude and discouraging comments.
In this scene from the TV show Glee, Rachel Berry has just begun her new adventure at the New York Academy of Dramatic Arts (NYADA) and is still finding her way navigating this new big city and her university classes. This clip shows her first dance class with the renowned musical theatre performer Cassandra, and displays the type of teaching that takes place in her classroom. I chose this scene because, in my opinion, this teaching as offensive to the student and discouraging. The teacher insults the students right off the bat with put-downs, calling a girl a “muffin-top” and telling her that she needs to go on a not-nutritional diet. By being this rude to the students, the teacher establishes herself as a bully more than an instructor. She tries to be a dictator in the classroom, and instead of using discipline and blunt comments to be motivational, she uses this method of teaching to be plain rude towards the students. Also, she encourages unhealthy habits in the students, saying that severe body dysmorphia is not something that should be prevented while dancing, but that if one does not dance to the point where he or she is injured, they “don’t want it enough”. This shows how the teacher does not care about the wellbeing and health of the students at all, and simply wants them to follow her rules and reach her standards no matter what it takes. She establishes that she does not care if her students succeed because she does not believe that the majority of the students are good enough to succeed or have the potential to reach their goals. Instead of teaching the students the tools that they need to reach their goals, she harshly tells them that most of them will never be able to reach their goal and she even tells Rachel that she sucks at dancing. Also, this is the first class that of the year, meaning that these students must be entering the class at different skill levels. Rather than acknowledging that each student has come from a different background and has had different training, she insults Rachel’s hometown and her background. Overall, I thought that this approach to teaching could potential interfere with the education of the student because it is not supportive of the student’s learning. This scene makes me realize that there is a fine line between motivating the student with blunt, slightly harsh, yet constructive criticism and bullying the student with rude and discouraging comments.