Observation Paper 'Two Educators'

Excellent educators are known to motivate and inspire students, helping them to unravel new skills and find joy in learning. Many believe that dynamic teachers are fundamental in encouraging children to seek higher education and appreciate life-long learning. Each instructor has a different method of teaching, but if they all truly care about the future of their students, they will make a lasting impact. Some teachers might prefer rules and regulations, others creativity and passion, there is no exact mold that makes the perfect mentor. Different teachers give variety and new perspectives to a school and their students, and each has something very important to contribute: to pass on the knowledge of their subject to their students. A great teacher is someone who puts their students above themselves. Two very different teachers with contrasting styles are Mr. Keating from Dead Poets Society, and Mr. Peck from W.T. Sampson High school. While Mr. Keating was an enthusiastic, radical, and perceptual teacher that recognized the importance of self-expression, Mr. Peck preferred rules, control, and unanimous opinions. 

                Mr. Keating was an enthusiastic English instructor who liked to put a spin on the standard teaching method. While the other teachers at Welton Academy embraced the strict methods and policies of the academy, Mr. Keating preferred to be radical and spontaneous. On the first day of school, he had his class tear out the first pages of their English textbooks, and told them that they must take control of their own lives and live them to the fullest. He tied this concept into his subject by teaching that poetry can bring joy to life, open your mind, and consequently making you more attractive to the other gender. He believed the most important thing about success in life is recognizing your need for self-expression through poetry and language in general, and he taught his students this by encouraging them to write their own prose. When he noticed one of his students was unsure of himself and did not wish to read aloud in class, instead of ignoring him Mr. Keating challenged him to confront his fears and insecurities, and recite his own poetry for everyone to hear. Mr. Keating could perceive when his students were having trouble with their parents or doubts about their future, and he used his love for poetry to encourage them to find their own path in life as an individual. During his classes, Mr. Keating liked to use humor to relax his students, twice pretending that he was a game show host, and even encouraging them to go outdoors and express themselves through sports and creating clubs like The Dead Poets Society. He used these tactics because he did not wish the atmosphere in his classroom to be tense, but a place of refuge that allowed his students to connect with their inner artist and find passion in life. When asked by one of his students, Mr. Keating admitted that teaching was his passion and that there was no other thing he would rather do. By setting an example of what it was like to live life to the fullest, Mr. Keating inspired his students to follow their interests instead of their parents and societies expectations of them.  

            Mr. Peck was an 11^th grade math teacher in W.T. Sampson High school who believed that his classroom should be as orderly and predictable as the subject he taught. He was a small round man with sparse hair who preferred silence over discussion, and believed that math was the most important thing a student could learn in school, and in life. On the first day of school he told his students that this might be one of the hardest classes they will ever take, but if they are willing to work hard, they will pass with flying colors and be well prepared for the SAT math test the next year. At first, Mr. Peck was disappointed that his students had such poor math skills, but believed that with enough practice he could turn them from incompetent to masters of Algebra II. He liked to give a solemn lecture on each lesson at the beginning of the class. If a student interrupted or wanted to leave the classroom momentarily, he would become quite annoyed. He believed that his students wouldn’t learn if they were not given rules on how to behave and how to do their homework, and that he must control his class at all times. Students could not raise their voices or leave their seats, and were penalized if their homework was not done. He did not believe in children expressing themselves because according to him life should be like math: controlled, stable, and dry. When he posed math questions to his class, he didn’t want to hear anyone call out an answer until the entire class had come to a unanimous decision. Mr. Peck would then say that because math has only one answer, his students should have one as well. Despite his harsh manner, Mr. Peck’s tactics proved effective. Even though none of his students liked his class, they did not wish to fail and therefore worked very hard to please him. By the end of the year they were scoring extremely well on their exams, and would later feel more confident than ever during SAT testing. Mr. Peck was brash and hated disorder, but he was undoubtedly a master in his field. Few liked him, but many respected him for teaching them that math is not as intimidating as it might seem, and with practice can be conquered.              

            Mr. Keating and Mr. Peck had two very opposite opinions about education. Mr. Keating believed that the most important part of learning was finding passion in a subject, and that poetry was a beautiful form of human self-expression that should be cherished and rejoiced. Through dynamic teaching and encouraging his students to be themselves instead of conforming to societies expectations, Mr. Keating earned love and admiration by his pupils. Mr. Peck sensed that his students would only learn through rigorous practice in a controlled environment, and believed that students could express themselves anywhere but in math class, where he expected them to be quiet and studious. Despite their differences Mr. Keating and Mr. Peck had something in common. Both of them wanted to teach, and their students to learn. They also were able to cater to their environment, and taught according to the different situations of their students. Mr. Keating saw that his students where under a lot of stress and needed release, while Mr. Peck knew that his students might not work very hard if he didn’t give them a lot of rules. Both of them also recognized the importance of lifelong learning, and wanted to encourage their students to work hard and consequently pass their exams. While Mr. Keating wanted his students to find their inner voice, and Mr. Peck wanted to silence it for the duration of his class, both where very knowledgeable about their subjects and where able to effectively teach their students. While most students might prefer Mr. Keating’s teaching style, it would hardly be effective when teaching such a staunch subject as math. Mr. Peck could not care less about poetry, but was able to help his students polish their math skills and score high on their annual exams. Mr. Keating and Mr. Peck were two very different teachers, but both believed in one thing: the impact that education can have on willing students. And they succeeded.