Transformative
Teaching: An Examination Of Relational Pedagogy In The Film 'To Sir, With Love'
Directed By James Clavell And Its Impact On Students� Attitudes And Behaviours
F�lix Fernandes Coutinho1, Sidonio Antonio Pires2
Instituto S�o Jo�o De Brito, Timorleste
[email protected],
[email protected]
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INFO ARTIKEL |
ABSTRAK |
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Kata Kunci: Relational Pedagogy, Transformative Teaching,
and Students behaviours and attitudes |
This research, titled �Transformative Teaching: An Examination of
Relational Pedagogy in the Film �To Sir, with Love�,� explores the impact of
Mr. Thackeray�s relational pedagogy on students' attitudes and behaviors. The
study addresses two key questions: 1) How are the key elements of relational
pedagogy�care, attentive presence, interpersonal communication, and
trust�portrayed in the film? 2) How do these elements impact students�
behaviors and attitudes, particularly for Pamela, Potter, and Denham? Using a
qualitative approach, the research employs document analysis and thematic
analysis. The findings reveal that Mr. Thackeray effectively implemented the
four key elements of relational pedagogy, resulting in positive changes even
among disengaged and resistant students. His approach fostered greater
commitment, politeness, enthusiasm, and cooperation, as well as deepened his
understanding of students� perspectives. By integrating students' viewpoints
into classroom discussions, Thackeray empowered them to freely express
themselves without fear of marginalization. These pedagogical strategies led
to notable transformations in students' behaviors and attitudes, particularly
for Pamela, Potter, and Denham. In conclusion, the research highlights the
effectiveness of relational pedagogy in promoting positive change in student
behavior and attitudes, emphasizing care, attentive presence, communication,
and trust as essential components for transformative teaching. |
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Education is one of the powerful factors capable of transforming
individuals into a good person in society. (Y�pez-Reyes et al., 2021) believed that education has a transformative character
that enables students to become good citizens with a good sense of solidarity
with others. He further addressed that education can also form students' minds
and hearts to be critical, sensitive, and compassionate because education aims
to change people not only to become better person only for themselves but also
for the good of the community. Additionally, Pope Francis addressed the
International Commission on the Apostolate of Education of the Society of Jesus
(ICAJE) in the Vatican on 24 May 2024, about what true education is all about.
Pope Francis said, "This is true education: accompanying young people so
that they discover in service to others and in academic rigor the construction
of the common good."(Vatican News, 2024).
Therefore, in education, teachers play essential roles in shaping,
changing, and influencing students for academic development, personal growth,
and character formation, including students' behavior and attitude. Beyond the
classroom, teachers often serve as mentors, guides, and role models, leaving an
indelible impact that extends far beyond the curriculum (Raj, 2023).
Furthermore, The transformation can become effective if educators use an
effective methodology and pedagogy in teaching that not only focuses on helping
students' academic performance but also contributes to their personal growth
and character formation. This highlights the importance of transformative
teaching at school. (Slavich & Zimbardo, 2012) stated that transformative teaching is an approach that
addresses meaningful connections between the students, the teacher, and the
subject matter being taught. The goal of transformative teaching is to create
more engaging learning that not only affects students' knowledge but also helps
personal development and growth for the students. This must be highlighted as a
principal goal of teachers.� As (Hooks, 2014) stated, as educators, their work is not solely to share
information but to share in the intellectual and spiritual growth of their
students. He further emphasizes that educators need to teach in a manner that
respects and cares for the necessary conditions where learning can most deeply
and intimately begin. This highlights that the development of students'
academic performance and holistic formation in educational fields depends
largely on teachers. However, transformative teaching can happen if teachers adopt
an effective pedagogy in addressing their students, especially when dealing
with challenging students in terms of their behaviours and attitudes, to help
their students effectively. As a point of reference for teachers, teachers can
adopt Mr. Thackeray's relational pedagogy in the film 'To Sir, With Love'.
This film �To Sir, With Love� was produced based on a novel entitled E.R.
Braithwaite's autobiographical. This film was directed by James Clavel and was
released in 1967. It explored the transformative power of education through the
experience of an energetic and well-carried self of a young man named Thackeray
at an inner-city secondary school in the East End, London. Furthermore, The
film also addresses themes of racial and social issues, the power of education,
and the impact a dedicated teacher can have on students' lives.
Mr. Thackeray had to face students, who can be considered unruly and
rebellious. The students also are characterized by the school as undisciplined,
disobedient, and disrespectful. Therefore, he encountered challenges with
students' misbehaviour, lack of moral values, and motivation, but he continued
to persevere in his efforts to educate them wholeheartedly. Initially, he
taught a normal subject like Mathematics, Science, English, History, and
Geography, but it was not compatible with the student's situation. They
responded with hostility and defiance. Recognizing the students' context,
struggles, and needs, he shifted his approach. He started treating the students
as adults, fostering open dialogue, and addressing their emotional and social
needs alongside academic requirements. He also incorporated lessons on life
skills, respect, and responsibility into the curriculum. This unique
pedagogical approach, grounded in empathy, respect, and personal engagement,
can be described as relational pedagogy. It created a classroom environment
where students are valued, understood, and motivated to learn. Through this
approach, Mr. Thackeray slowly earned the students' trust, leading to positive
transformations in their behaviours and attitudes, particularly within the
contexts shaped by societal and cultural factors.
In today's world, many teachers face challenges in managing students,
especially those who come as undisciplined due to their negative attitudes and
behaviours. However, some teachers have a tendency to judge, punish, or scold
these students without investigating the underlying causes of their misconduct.
As (Orlando, 2019) explains, sometimes teachers tend to label students who
miss work and fail in their courses as lazy or worse. Furthermore, (Orlando, 2019) also addresses that it is easy for teachers to forget
that students also face many challenges in their lives. Challenges like
breakups, illness, problems at home, addictions, and struggles with depression.
This type of approach is not in line with the relational pedagogy shown by Mr.
Thackeray because relational pedagogy emphasizes creating and maintaining a
caring, trusting, and autonomous classroom environment (Hollweck et al., 2019) and fostering respect (Ljungblad, 2021). It creates a
classroom environment where students feel motivated to learn, valued, and
understood by their teachers.�
Relational pedagogy, as highlighted in the film, offers an alternative to
the traditional way of teaching which uses an authoritarian teaching method but
relational pedagogy prioritizes the development of meaningful, trust-based
relationships between teachers and students. As Bovil (2020) stated relational
pedagogy emphasizes more on building trust, empathy, mutual respect, and
understanding as a foundation for a successful learning process. This approach
has the potential to address student indiscipline and transform their attitudes
and behaviours. Despite the compelling portrayal of relational pedagogy in the
film, there remains a scholarly gap in analyzing how these teaching methods can
be effectively applied in modern educational contexts, particularly in dealing
with undisciplined students.
The study aims to address this gap by focusing on transformative teaching
in Thackeray's use of relational pedagogy, such as the situated practice of
care, attentive presence, interpersonal communication, and trust, and its
potential for transforming student attitudes and behaviours, especially in the
life of Pamela and Denham. By examining the practical application of this
approach in contemporary educational settings, the research seeks to provide
insights into effective strategies for managing student indiscipline and
fostering a positive learning environment. Precisely, the researcher will
examine the key scenes, characters' interactions, and social-cultural context
of the film. For this, the researcher will identify the elements of Mr.
Thackeray's method that contribute to changing students' behaviour and
attitude, particularly on Pamela, Potter, and Denham.
�Therefore, understanding the impact
of Mr. Thackeray's relational pedagogy, such as the situated practice of care,
attentive presence, interpersonal communication, and trust, can lead to several
insights: first, it provides insights into the effectiveness of relational
pedagogy as a teaching method, demonstrating how empathy, respect, and personal
engagement can transform students' behaviour, attitude, and academic outcomes;
second, it awakens educators' awareness to appreciate the value of
student-centered learning, where the focus is on the holistic development of
students rather than solely on academic achievement, and at the same time,
educators can construct meaningful relationships with students where trust and
mutual respect play a crucial role in effective teaching and learning; and
finally, it offers valuable advice for educators on the importance of
developing personal connections with students to foster a supportive and
effective learning environment.
Since the film 'To Sir, With Love' offers a timeless example of how
relational pedagogy can lead to meaningful and lasting student transformation,
this study will certainly contribute to the existing body of literature,
especially on effective teaching practices. It also creates a sense of
understanding for educators that they are the key aspect for the transformation
of their students' behaviours and attitudes in a school setting through
meaningful relationships with their students, built on trust, empathy, and
mutual respect as the foundation of successful learning environments.
The film "To Sir, With Love" is
an educational movie. It explored the transformative power of education through
the experience of an energetic and well-carried self of a young man named
Thackeray. He encountered challenges with students' misbehaviour,
lack of moral values, and motivation at an inner-city secondary school in the
East End, London. Many of these students came from terrible backgrounds and
experienced rejection in society and from other schools. This led them to a
lack of motivation and poor behavior that has caused several teachers to resign
from their actual school. Despite these challenges, Mr. Thackeray was
determined to educate his students. He employs relational pedagogy, focusing on
care, communication, active presence, and trust to manage and transform the
classroom, particularly impacting students like Pamela, Potter, and Denham.
These methods build a strong relationship between the teacher and the students
as emphasized in Relational Pedagogy. This teaching method, which emphasizes building
supportive, empathetic, and respectful relationships, is depicted as
transformative for the student's behaviour and
attitudes, especially on Pamela, Potter, and Denham. While the film showcases
positive outcomes, there is limited detailed analysis of the mechanisms of
relational pedagogy and its broader implications for educational practice. This
study aims to bridge this gap by examining the specific elements of Mr.
Thackeray's relational pedagogy, such as the situated practice of care,
attentive presence, interpersonal communication, and trust, that contribute to
changing student behaviour and attitudes,
particularly on Pamela, Potter, and Denham, and how these can be applied in
today's educational environments.
Objectives of this study 1. To
identify and analyze the key elements of Mr. Thackeray�s relational pedagogy,
such as the situated
practice of care, attentive presence, interpersonal communication, and trust, depicted in the film �To Sir, With Love�.
2. To examine the impact of Mr. Thackeray�s use of relational pedagogy , such as the situated practice of care, attentive presence, interpersonal
communication, and trust, on
the behaviours and attitudes of students in the film,
particularly on Pamela, Potter, and Denham.
Indra (2021) from
the University Islan Rian conducted a thesis paper entitled "An Analysis
of Directive Speech Act in Mark Thackeray�s Dialogue into Sir, With Love Movie�
was authored by Indra (2021). This study aimed to classify and elucidate the forms
and motivations behind Mark Thackeray�s use of directive speech acts, utilizing
Searle�s theory and employing a descriptive research methodology. The study
employed a qualitative approach, with the script of the movie �To Sir, With
Love� as the primary source. The finding of this study was Mr. Thackeray used
four classifications of directive speech acts in the movie:
"Commanding" appeared 51 times; "Suggestion" was used 24
times; "Warning" appeared 25 times; "Requesting" appeared
32 times. In terms of grammatical form, Mr. Thackeray�s directive speech acts
were categorized as follows: The imperative form appeared 71 times; the
interrogative form was used 35 times; the declarative form was used 28 times.
First, Hickey and Riddle (2022) explored
"Relational Pedagogy and the Role of Informality in Facilitating Learning
and Teaching Interactions" to understand how informal interactions can
create inclusive and socially just learning environments. Their research, based
on ethnographic studies in alternative learning settings, revealed that
informality significantly influenced pedagogical interactions, nurturing strong
bonds between students and teachers and improving learning experiences. The
study emphasized the importance of informal interactions at the 'interface' of
students, teachers, and learning to promote relationality. The findings
underscore the essential role of relational pedagogy in engaging young learners
across diverse learning contexts.
In
this study, the researcher will use a qualitative research design, as described
by Creswell (2014), which focuses on non-numerical data such as text and
images. This approach involves multiple steps in data analysis, including
skimming, reading, and interpretation to ensure the accuracy and validity of
the data. It is suitable for understanding Mr. Thackeray�s relational pedagogy
in the film To Sir, with Love and its impact on students' behaviors and
attitudes, particularly Pamela, Potter, and Denham. Additionally, the study
will incorporate document analysis, following Bowen�s (2009) definition of
document analysis as a systematic process for evaluating both printed and
electronic sources. This will include books, articles, journals, and
transcripts of the film, providing detailed data to support a deeper analysis
of Thackeray�s pedagogical practices and their effects on the transformation of
his students. Through this method, the researcher will gain valuable insights
into the impact of relational pedagogy on student behavior and attitudes.
HASIL DAN
PEMBAHASAN
The film �To Sir, With
Love� is an educational movie. It explored the transformative power of
education through the experience of an energetic and well-carried self of a
young man named Thackeray. He encountered challenges with students� misbehaviour, lack of moral values, and motivation at an inner-city secondary school in the East
End, London. However, he perseveres in his efforts to educate them. Therefore, he
employed relational pedagogy in his teaching which emphasized on the situated
practice of care, attentive presence, interpersonal communication, and trust,
to manage and transform a classroom of undisciplined students, especially in
the lives of Pamela, Potter, and Denham. This teaching method was depicted as transformative
for the students�s behaviours
and attitudes, especially on Pamela, Potter, and Denham. Therefore, this
chapter IV, The researcher
employs this study using thematic analysis. Moreover, the researcher analyses the specific images
of the scenes that present the key elements of Mr. Thackeray�s relational
pedagogy, such as the situated
practice of care, attentive presence, interpersonal communication, and trust, depicted in the film �To Sir, With Love�
and its impacts on the behaviours and attitudes of
students in the film, particularly on Pamela, Potter, and Denham.
The Key Elements of Mr. Thackeray�s
Relational Pedagogy, such as the Situated Practice of Care, Attentive Presence, Interpersonal
Communication, and Trust
Problem 1: the key elements of Mr. Thackeray�s relational
pedagogy, such as the situated
practice of care, attentive presence, interpersonal communication, and trust, portrayed in the film �To Sir, With Love�
The Situated Practice of Care
The situated Practice of Care has emphasized the importance of educators creating a relational space
to encourage meaningful teacher-student interactions, transcending the confines
of the physical classroom into the "in-between" spaces where such
interactions occur (Crownover and Jones, 2018, and Ljungblab,
2019). Engaging in the practice of situated care, instructors prioritize
understanding students' present circumstances, focusing on guiding them to
mature and responsible adulthood through the vehicle of relationships, with an
emphasis on their long-term growth and development (Noddings, 1984). This
involves investing time in comprehending students' historical and cultural
backgrounds, as well as their nature, particularly when facilitating
service-learning activities (Chika-James, 2020). The practice of situated care
also encompasses actively listening to students, responding empathetically to
their emotions, observing their interactions with others, and being attentive
to their nonverbal cues to gain insight into their individuality and current
state (Chika-James, 2020).
Based on this analysis, the element of the situated practice of care
which Mr. Thackeray had employed in his teaching can be found in 8 scenes of
the film �To Sir, With Love�.
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Context of the 1st scene:
Mr. Thackeray began his first class with the students. He aimed to understand
their academic abilities and current intellectual level by having them read
aloud what they liked when he called their names. |
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Dialogue of Scene (Direct quote): |
Mr. Thackeray: �I
don't know how much you know, so we'll start from scratch. First, as I call
your name. Will you read anything you like from one of your schoolbooks?�
(13:19) |
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Analysis and discussion of the scene:� ��� Relational pedagogy draws from
relational ontology (Hickey and Riddle, 2023), which posits that people share
a social living space with others (Ljungblad,
2019), and implies that knowledge acquisition and learning happen through
human interaction (Bingham & Sidorkin, 2004). This scene depicts Mr. Thackeray� application of
relational pedagogy in his class which shows through his interaction with his
students that emphasize on his practice of care. When Mr. Thackeray began his
first class with his secondary school students in East London, he did not
jump straight into teaching. Though, as a caring teacher, he decided to
measure their academic levels first. To do this, he asked the students to
read aloud from their books, taking note of their reading skills. This
approach showed that he cared about meeting his students where they were and
adapting his teaching to their needs. ��� By
applying this method of teaching, Mr. Thackeray demonstrates his care for his
students� growth because the practice of care means that instructors
prioritize understanding students' present circumstances, focusing on guiding
them toward mature and responsible adulthood through the vehicle of
relationships, thereby emphasizing their long-term growth and development (Noddings, 1984). As a result, this practice of care that
Mr. Thackeray shows to his students will undoubtedly lead them to feel
comfortable expressing their voices, as he fosters a supportive learning
environment (Chica-James, 2020). |
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Context of the 2nd scene: Mr. Thackeray fostered a culture of courtesy and
mutual respect within the classroom by addressing his students in a manner
becoming responsible adults. |
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Dialogue of Scene (Direct quote): |
Mr. Thackeray: 1st� dialoge�Those are out. They are useless to you. I
realized you are not children. You will be adults in a few weeks, with all
the responsibilities. From now on, you will be treated as such by me and by
each other as adults. Responsible adults. Next, we'll be reasonable with each
other. We are just going to talk, you and I. You will listen without
interruption. And when I am finished, one of you may have your say without
interruptions�. (31:40 � 32:15) 2nd dialogue: �Next. we are all going to observe certain courtesies in this
classroom. You will call me Sir or Mr. Thackeray. The young ladies will be
addressed as Miss, the boys by their surnames�. (33:23 � 33:35) |
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Analysis and discussion of the scene:� ��� In this
third scene, Mr. Thackeray introduces a new teaching approach. He treats his
students with respect and makes them like responsible adults. Instead of
referring to them as children, he addresses them as "Miss" followed
by their last names for girls and last names for boys. Mr. Thackeray
highlights the importance of listening to others and being respectful in this
scene. Mr. Thackeray also asked his students to follow specific rules. He
asked his students to adress him properly as
"Sir" or "Mr. Thackeray" and treat each other
respectfully. This moment is considered a turning point in his relationship
with his students which sets a respectful tone for the rest of the school
year. �� In
relational pedagogy, the development of the teacher-student relationship
greatly relies on the teacher's relational skills (Aspelin, 2012; Ljungblad, 2019), which include creating and utilizing
relational spaces to build trust and respect between teachers and students
(Chica-James, 2020). This scene clearly illustrates Mr. Thackeray's deep care
for his students, aiming to help them grow both morally and intellectually.
This demonstrates Mr. Thackeray�s initiative in building trust and respect
among his students. He actively listens to them, responds empathetically to
their emotions, observes their interactions with others, and pays attention
to their nonverbal cues to gain insight into their individuality and current
state (Chica-James, 2020). This exemplifies the qualities of an authentic and
effective teacher because a good teacher means not only to share information
but to share in their student's intellectual and spiritual growth. It
emphasizes that educators must teach in a manner that respects and cares for
the necessary conditions where learning can begin most deeply and intimately (Hooks, 2014). |
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Context of the 3rd scene: Seales was visibly frustrated due to his
mother's grave illness in the hospital. Recognizing Seales' distress, Mr.
Thackeray approached him and demonstrated empathy by inquiring about the
issue. |
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Dialogue of Scene (Direct quote): |
Mr. Thackeray: �Something is matter, Seales?
Seales, is something wrong? Speak up?� Seales: �It's my mum. She's awful sick.� Mr. Thackeray: I'm sorry. Anything I can do? Seales: �Nothing! She's English.� Mr. Thackeray: �I see.� Seales: �You're like my old man, except bigger
and younger. Rotten bastard! Mr. Thackeray: �You shouldn't speak like that
about your father.� Seales: �You know nothing. I hate him! Why
not? Never forgive him for what he did to my mum. Never! He married her,
didn't he? Didn't he?� (24:22 - 25:02) |
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Analysis and discussion of the scene: In this scene, Mr. Thackeray demonstrates deep
concern for his students beyond the classroom. When he notices Seales
standing alone outside, looking frustrated, he approaches him and asks what�s
wrong, showing empathy (1:10:06 � 1:10:36). His compassion deepens when
Seales shares the tragic news of his mother's death, encouraging him to
openly express his feelings. This scene highlights that Mr. Thackeray's care
extends beyond academic concerns, embodying Raj's (2023) view that teachers
can serve as mentors and role models, influencing students beyond the
curriculum. His actions reflect his genuine commitment to his students�
well-being, both inside and outside the classroom. As Chica-James (2020)
notes, the practice of situated care involves actively listening to students,
responding empathetically, and being attentive to their emotional and
nonverbal cues. Mr. Thackeray�s holistic approach to caring ensures that
students feel supported, fostering a comfortable learning environment that
builds positive relationships. Through his actions and expressions, he
creates an atmosphere where students feel safe and valued, which is essential
for enhancing engagement and promoting emotional growth (Chica-James, 2020). |
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Context of the 4th scene: In a private interaction, Mr. Thackeray
approached Pamela to talk about Pamela�s misbehaviour
at home. Additionally, Mr. Thackeray encouraged Pamela to extend forgiveness
towards her mother. |
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Dialogue of Scene (Direct quote): |
Mr. Thakeray: Sit
down. I'd like to talk to you. Pamela: Has my mum been here? Mr. Thackeray: Yes. Pamela: The funeral's Saturday, 10:30. About
my mum, Sir? Mr. Thackeray: She's very worried about you,
Miss Dare. Pamela: Couldn't you call me Pamela? I think
not, for the moment. Mr. Thackeray: She says that you've been
staying out, late. I've just been to Gran's. Pamela: It is just around the corner,
not far. Mr. Thackeray: Why haven't you told your
mother? Pamela: She doesn't care about me. Mr. Thackeray: You know that's not true.
You're not in trouble, are you? (1:19:31 � 1:20:19): |
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Analysis and discussion of the scene:� ��� In this
scene, Mr. Thackeray shows his commitment to supporting all his students,
including Pamela. After Pamela's mother expressed concern about her behavior,
Mr. Thackeray took the time to have a private conversation with Pamela
(1:15:45 � 1:17:14). Although Pamela was initially defensive, Mr. Thackeray
emphasized understanding and forgiveness, demonstrating his dedication to her
well-being. This interaction reflects Chica-James� (2020) view that the
practice of care involves actively listening, responding empathetically, and
observing students� nonverbal cues to understand their individual needs.
Furthermore, care, as an aspect of relational competency, requires teachers
to show genuine concern for students' development (Margonis,
2004; Thayer-Bacon, 2004). Mr. Thackeray�s approach aligns with these
principles, as he invests in understanding Pamela�s struggles and offers
personalized advice. His ability to create a supportive environment, even in
the face of resistance, fosters openness to transformation. As Chica-James
(2020) recommends, educators must strive to create a space where students
feel safe to express themselves, which is evident in this scene, where Mr.
Thackeray provides the necessary emotional support for Pamela�s growth. |
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Attentive Presence
According to Romano (2004) stated that an attentive presence means that
the educator is observant of each student, attuned to their expressed emotions,
and responsive to their needs. This encompasses actively engaging with
students, acknowledging their input, encouraging them to elaborate, and being
approachable and available to address any concerns. Similarly, Margonis's (2004) study highlights how a teacher's
attentive presence and interactions can positively influence even the most
disengaged and resistant students, fostering greater commitment, politeness,
enthusiasm, and cooperation.
Based on this analysis, the element of attentive presence that Mr.
Thackeray employed in his teaching can be found in 4 scenes of the film �To
Sir, With Love�.
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Context of the 1st scene: While the student Morian Joseph read, Potter and
Denham did not pay attention to the class but were busy playing with their
toy. Recognizing their lack of focus, Mr. Thackeray approached the two
students to ascertain the nature of their activities and redirect their
attention to the lesson at hand. |
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Dialogue of Scene (Direct quote): |
Mr. Thackeray: �Put that away, please!� (14:31) |
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Analysis and discussion of the scene:� �� Romano
(2004) stated an attentive presence means
that the educator is observant of each student, attuned to their expressed
emotions, and responsive to their needs. This attentive presence encompasses
actively engaging with students, acknowledging their input, encouraging them
to elaborate, and being approachable and available to address any concerns. � In this
scene, Mr. Thackeray showed his attentive presence as a teacher during his
first class with his students. He noticed that Denham and Potter were not
paying attention to their friend Moriam Joseph's
reading. To get them back on track, Mr. Thackeray approached the distracted
students and redirected their focus. �� This
moment highlights Mr. Thackeray's attentiveness in the classroom and his
skill in keeping his students engaged. This method can have a positive impact
on students� engagement. As Margonis (2004)
highlighted, a teacher's attentive presence and interactions can positively
influence even the most disengaged and resistant students, fostering greater
commitment, politeness, enthusiasm, and cooperation. Therefore, Mr.
Thackeray�s attentive presence in his teaching is very essential because, as
Jensen, Skibsted, and Christensen (2015) believe, it can develop a more
profound understanding of teachers� students. |
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Context of the 2nd scene: During the lesson, Potter disrupted the classroom
environment by noisily shaking his desk, thereby distracting Mr. Thackeray's
explanation. |
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Dialogue of Scene (Direct quote): |
Mr. Thakeray: �Potter.
Must you do that� Potter: �I can�t help it, Sir. It�s my desk.� Mr. Thakeray: �Sit down!�
(18:50� -
19:18) |
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Analysis and discussion of the scene:� ��� In this
scene, Mr. Thackeray continued demonstrating his ability to manage his
classroom, even with challenging students like Potter. In this scene
demonstrated that while Mr. Thackeray was teaching, Potter, who did not like
him, tried to disrupt the class by noisily shaking his desk. When Mr.
Thackeray noticed the disturbance, he calmly asked Potter why he was making
so much noise. Despite Potter's attempts to argue, Mr. Thackeray regained
control of the classroom. �� This
incident highlighted Mr. Thackeray's skill in handling student behavior and
maintaining a productive learning environment, even in the face of deliberate
disruptions. As Chika-James (2020) stated, educators engaging in service
learning will encounter a heterogeneous student body characterized by diverse
sociocultural backgrounds, varying skill levels, and disparate life
experiences. However, Mr. Thackeray did not take it as a big challenge but as
a good teacher who is attentively present in the classroom, he shows his
responsibility to manage his class by the quick and professional response to
an unruly situation caused by Potter.�
This act shows Mr. Thackeray�s attentive
presence in fostering greater commitment, politeness, enthusiasm, and
cooperation (Margonis, 2004). |
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Interpersonal Communication
�Interpersonal communication in education
involves the collaborative exchange of ideas and knowledge between teachers and
students (Biesta, 20004). To facilitate this, teachers need to exhibit
continuous communicative competence, which entails recognizing and addressing
students' emotions in the context of educational objectives (Aspelin and
Jonsson, 2019). Furthermore, Ljungblad (2019), it is
essential not only to listen to and value each student's voice but also to
integrate their perspectives into discussions in respo
nse to the input of others.
Based on this analysis, the element of interpersonal communication that
Mr. Thackeray employed in his teaching can be found in 3 scenes of the film �To
Sir, With Love�.
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Context of the 1st scene: Mr. Thackeray lovingly answered Palmer�s
question about the new lesson they will learn in Mr. Thackeray�s class.� |
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Dialogue of Scene (Direct quote): |
Palmar: �what are we going to talk about,
Sir?� Mr. Thackeray: �About life, survival, love,
death, sex marriage, rebellion. Anything you want.� (36:25 - 36:41) |
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Analysis
and discussion of the scene:� ��� In this
scene, Mr. Thackeray showed his strong communication skills by handling his
students' questions with openness and thoughtfulness. When Palmer asked about
the upcoming lesson, Mr. Thackeray responded in a way that addressed Palmer�s
curiosity and also considered the interests of the entire class. ��� Biesta
(2004), stated, interpersonal communication in education involves the
collaborative exchange of ideas and knowledge between teachers and students. This interaction demonstrates Mr. Thackeray's
genuine concern for his students' learning and his skill in fostering
effective communication. Therefore, he collaborate
his ideas in answering Pamelas question regarding to upcoming lesson. This
act creates an environment where students feel comfortable sharing their
ideas by listening actively and encouraging discussion because he integrates
students� opinion and ideas in the class and it is very essential in learning
process. According to Ljungblad (2019),
it is essential not only to listen to and value each student's voice but also
to integrate their perspectives into discussions in response to the input of
others. �This approach not only showed Mr.
Thackeray's attentiveness but also enriched the classroom experience, making
it more dynamic and engaging. |
||
|
Description of the 2nd scene: Mr. Thackeray politely responded to Denham�s cynical question. |
||
|
Dialogue of Scene (Direct quote): |
Potter: �Are you from South Africa?� Denham: �Of course not. South Africans is
white, isn't they?� Mr. Thackeray: �A South African is a native of
South Africa, regardless of colour. I was born in
British Guiana.� (39:24 � 39:37) |
|
|
Analysis and discussion of the scene: ��� In this
scene, Denham posed a sarcastic question about African clothing, clearly
trying to provoke Mr. Thackeray. Despite Denham's resistance, Mr. Thackeray
responded with respect and kindness, showcasing his strong communication
skills. �� Mr.
Thackeray's calm and professional response, even in the face of provocation, it� highlighted his
ability to handle challenging situations effectively. As Biesta (2004)
stated, interpersonal communication in education involves the collaborative
exchange of ideas and knowledge between teachers and students. To facilitate
this, teachers need to exhibit continuous communicative competence, which
entails recognizing and addressing students' emotions in the context of
educational objectives (Aspelin and Jonsson, 2019). Mr. Thackeray was good at interpersonal
communication; he never abandoned any of his students' concerns. Even when
Denham attempted to ask a sarcastic question, Mr. Thackeray responded calmly
because he understood Denham�s emotions. This approach is crucial for
teachers as it helps maintain classroom management and build student trust.
This can be used as a foundation for a successful learning process (Bovil, 2020).� By
staying respectful and composed, Mr. Thackeray demonstrated the importance of
good communication skills in teaching. |
||
|
Description of the 3rd scene: Mr. Thackeray taught the students about how to
make a salad. |
||
|
Dialogue of Scene (Direct quote): |
Mr. Thackeray: �Today,
I'm gonna show you how to make salad.� Jackson: �You
mean we've to cook and all?� Mr. Thackeray: �Sure,
why not?� Denham: �My
old man never cooked in his life. He says that's women's work, the kitchen
and all.� Mr. Thackeray: �But
suppose you're on your own, as you certainly will be shortly. You'll have to
do it for yourself sometimes, won't you? This is survival training.�(56:12 - 56:45) |
|
|
Analysis and discussion of the scene:� ��� In this
scene, Mr. Thackeray demonstrated how to make a salad. He went beyond just
giving instructions by motivating his students and emphasizing the practical
value of the lesson. Although some students were initially hesitant, Mr.
Thackeray took the time to explain the goals and purpose of the activity,
which helped spark their interest and engagement. �� Mr.
Thackeray�s approach showed his strong communication skills. He was not only
used formal teaching in the classroom as a way of communicating but he
extended it to an creative activity of making salad.
As Chika-James (2020) and Ljungblad
(2019) stated, ongoing interpersonal communication extends beyond
face-to-face interaction. It
also encouraged
open dialogue and the exchange of ideas, which made students feel more
involved and responsible for their learning. This was an effective approach
because interpersonal communication in education involves the collaborative
exchange of ideas and knowledge between teachers and students (Biesta, 2004).
This method not only enhanced their enthusiasm but also supported their
development of critical thinking skills. ��
Therefore, this scene underscores how effective communication can make
a big difference in education. By combining content delivery with positive
interaction, Mr. Thackeray created a more engaging and supportive learning
environment. |
||
Trust
The trust serves as an intrinsic element within the teacher-student
dynamic, providing students with the confidence to accept guidance, counsel,
and support from their educators (Bingham and Sidorkin,
2004; Crownover and Jones, 2018). Additionally, trust is fundamental in
fostering an environment that empowers students to freely express their
perspectives without the fear of marginalization or disparagement (Aspelin and
Jonsson, 2019).
Based on this analysis, the element of interpersonal communication that
Mr. Thackeray employed in his teaching can be found in 4 scenes of the film �To
Sir, With Love�.
|
Context of the 1st scene: Mr. Thackeray told Mr. Florian that he would
make sure his students behaved well during their visit to the Museum. |
||
|
Dialogue of Scene (Direct quote): |
Mr. Florian:�It
wouldn't work. It's not the sort of risk, we would dare to take at North Quay.� Mr. Thackeray: �I would like to try, Sir.� Mr. Florian: �The best of pupils are inclined
to show off in public. Your class? You'd never be able to supervise them.
When I took this job.� Mr. Thackeray: �You said you wouldn't
interfere as long as I stayed within your framework.� Mr. Florian: �If you can get another staff
member to go with you, I'll approach the council. I see little hope of
approval.� (41:35 - 42:10) |
|
|
Analysis and discussion of the scene: ��� Mr.
Thackeray�s students were viewed by the school as undisciplined and
rebellious, which made Mr. Florian, the principal, worry about Mr.
Thackeray's plan to take them to the museum. Despite these negative perceptions,
Mr. Thackeray remained optimistic and assured Mr. Florian that he would
manage the students' behavior during the trip. �� In the
context of relational pedagogy, trust helps as an intrinsic element within
the teacher-student dynamic, providing students with the confidence to accept
guidance, counsel, and support from their educators (Bingham and Sidorkin, 2004; Crownover and Jones, 2018). As the school
viewed Mr. Thackeray�s students as undisciplined and rebellious, yet Mr.
Thackeray assured the principal that his students could be guided and listen
to him. This highlighted Mr. Thackeray�s trust in his students, even though they
were considered challenging to supervise. He believed they deserved
opportunities to grow through educational experiences, which he hoped would
aid in their maturity and academic development. |
||
|
Context of the 2nd scene: Mr. Thackeray demonstrated his trust in Ingram
by entrusting him to oversee the class, while Mr. Thackeray himself attended
to the emotional needs of Seales, who was grieving the loss of his mother. |
||
|
Dialogue of Scene (Direct quote): |
Mr. Thackeray: �Ingram, take over the class.� (1:10:34) |
|
|
Analysis and discussion of the scene:� ��� In this
scene, Seales arrived at class with the heartbreaking news that his mother
had passed away. Seeing Seales' distress, Mr. Thackeray immediately offered
comfort with a hug. While comforting Seales, Mr. Thackeray asked Ingram to
take over the class. This decision showed his confidence in his students to
maintain a positive classroom atmosphere even in his absence. He trusted
Ingram to manage the class effectively. � In the
context of relational pedagogy, trust serves as an intrinsic element within
the teacher-student dynamic, providing students with the confidence to accept
guidance, counsel, and support from their educators (Bingham and Sidorkin, 2004; Crownover and Jones, 2018).� This moment highlighted Mr. Thackeray�s
deep trust in his students as well as his students to him. On one hand, Sales
who was in the grave of his mother�s death was trusted to approach Mr.
Thackeray because he needed somebody to comfort him. He empowered his student
Sales to express his emotions and perspective without
fearing marginalization or disparagement (Aspelin and Jonsson, 2019). On the
other hand, �he also entrusted his student who was represented
by Ingram, as he comforted Sales. This trust was an important part of Mr.
Thackeray�s approach to supporting and empowering his students. He also built
a strong relationship with his students because teaching
is about forming connections; without a strong bond between the teacher and
student, meaningful teaching cannot occur (Aspelin, 2014) |
||
|
Context of the 3rd scene: Mr. Thackeray demonstrated his trust in Denham
by empowering him to instruct the students on the proper techniques and
etiquette of boxing. |
||
|
Dialogue of Scene (Direct quote): |
Mr. Thackeray: �Would you like a part-time job
next term teaching the youngsters how to box? If you like, I can speak with
Mr. Florian. I�m sure, there will be some fee, money for you.� Denham: �Me? A bleeding teacher?� Mr. Thackeray: �It's important the youngsters
know how to defend themselves.� Denham: �Why are you doing this?� Mr. Thackeray: �Good luck with your barrow.
Denham.� (1:27:47 - 1:28:11) |
|
|
Analysis and discussion of the scene: ��� Before
this scene, Denham and Mr. Thackeray had a boxing match where Denham aimed to
hurt Mr. Thackeray, but Mr. Thackeray refrained from hitting back (1:24:29 -
1:26:19). Eventually, Mr. Thackeray did hit Denham in the stomach in order to
stop Denham.This incident made Denham realize that
Mr. Thackeray cared about him. After the match, both apologized to each
other. Despite the earlier conflict, Mr. Thackeray showed his trust in Denham
by asking him to help teach younger students. ��� This
gesture demonstrated Mr. Thackeray�s belief in Denham�s potential,
strengthening their bond and helping them become closer friends. Mr.
Thackeray�s trust, even after the conflict, was crucial in building their
relationship and showing that he believed in Denham�s growth. Mr. Thackeray�s
trust in Denham led Denham to have a sense of accepting guidance, counsel,
and support from Mr. Thackeray.� As� Bingham and Sidorkin
(2004) and Crownover and Jones (2018) stated, In the context of relational
pedagogy, trust serves as an intrinsic element within the teacher-student
dynamic, providing students with the confidence to accept guidance, counsel,
and support from their educators. This condition freed Denham to freely
express his perspectives without fearing marginalization or disparagement
(Aspelin and Jonsson, 2019). |
||
Impacts on Students� Behaviour
and Attitude, Particularly on Pamela, Potter, and
Denham
Problem 2: Mr. Thackeray�s use of relational pedagogy, such as the situated practice of care, attentive presence,
interpersonal communication, and trust, impacts the students� behaviour and
attitude, particularly on Pamela, Potter, and Denham
Pamela
|
Before |
|||||
|
Context of the scenes: Scene 1: Pamela intentionally disturbed the class by
making her books fall. She also showed disrespect to Mr. Thackeray by making
fun of his name and using inappropriate language in class. Scene 2: Pamela arrived late at school. Scene 3: Pamela was afraid to participate in Seales'
mother's funeral because of her racist attitude. |
|||||
|
Attitude: lack of respect, lack of responsibility,
disregard for rules and authority, fearful and racist� |
Behaviour: disruptive behavior such as disrespecting the teacher and peers,
arriving late at school, and silence of being fear. |
||||
|
���������������������� Scene 1����������������������������������� Scene 2 ������������������������������������������Scene
3 |
|||||
|
Dialogue of Scenes (Direct quote): |
|||||
|
Scene 1: Mr. Thackeray: �Today, let's take a look at
South America�. Pamela: �I'm sorry, Mr. Fackeray.
The bloody things just slipped�. Mr. Thackeray: �The name is Thackeray, and
they are not "bloody things�. They were a pile of books�. (25:21 �
25:36)� |
Scene 2: Pamela: �What a morning! Everything's gone
wrong. The alarm didn't go off. Then I had to wait hours for a bus. I must've
stood there three bleeding hours waiting for the bus.� (32:16) |
Scene 3: Denham: �Well, will you buy the wreath? Send
it down when the time's right�. Mr. Thackeray: �Send it? Aren't you going to
take it?� Denham: �Then feels like girls could take it,
do you?� Mr. Thackeray: �Well, why not?� Joseph: �Well, what people would say, Sir?
What the family would say if they saw us going into a coloured
person's home, sir?�(1:12:45
� 1:13:28) |
|||
|
Analysis and discussion of the scene:� ��� In the
first scene, Pamela showed her disruptive and disrespectful behavior towards
both Mr. Thackeray and her classmates. The scene projected that while the
teacher was teaching, Pamela intentionally dropped her books in order to
distract the class and her rebellious against Mr. Thackeray. She also
revealed her lack of respect toward Mr. Thackeray by using inappropriate
language, muttering "the bloody things just slipped" (25:28), and
even mocking Mr. Thackeray's name, calling him "Mr. Fackeray"
instead of the proper address. ���
Pamela's disruptive actions extended beyond the classroom. She once
arrived late to school, showing as a bad example for her peers. Rather than
apologizing for her lateness, Pamela would enter the classroom noisily,
disturbing the entire class (scene 2, 32:16). This pattern of disruptive,
inconsiderate behavior revealed her lack of respect and interest toward Mr.
Thackeray�s class. ���
Furthermore, Pamela's disruptive conduct was intensified by her
fearful and racist attitudes. This attitude was revealed concretely when the
class discussed attending Seales' mother's funeral, a black woman, Pamela
remained silent and hesitant to make a decision (scene 3, 1:12:52 � 1:14:14).
This showed that she had prejudiced views on colour
people. ��� While
Pamela's behavior was highly problematic, it is important to recognize that
such conduct often came from complex emotional, relational, and social
factors. As Potter (2000) notes, disruptive actions can be a student's
response to their relationship with the teacher or how they perceive attempts
at correction. Agrawal (2023) further highlights how a range of social,
familial, and personal influences can shape a student's attitudes and
behaviors. ���
Consequently, transforming Pamela would require Mr. Thackeray to take
a patient, student-centered approach and tried to create a meaningful
connection with Pamela instead of punishing. As Slavic
and Zimbardo (2012) stated that transformative teaching is an approach that
fosters meaningful connections between the teacher, students, and the subject
matter being taught. Therefore, He would need to understand the root causes of her disruptive
tendencies and prejudiced views and work to reshape her perspectives through
meaningful engagement and guidance. |
|||||
|
After |
|||||
|
Context of the scenes: Scene 1: She obediently followed what Mr. Thackeray
instruct her to do. Scene 2: Pamela voluntarily tidied up Mr. Thackeray�s
desk. Scene 3: Pamela showed bravery by challenging herself to
take the flowers and participate in Seales' mother's funeral, even though
Seales' mother was a woman of color. |
|||||
|
Attitude: Respectful, obedient, gentle, voluntary, kind,
brave, and motivated |
Behaviour: Obey Mr. Thackeray�s instructions, voluntarily tidy up the teacher�s
desk, and go beyond her fear. |
||||
|
��������������������������������� Scene
1 �����������������������������Scene 2 ����������������������������������������Scene
3 |
|||||
|
Dialogue of Scenes (Direct quote): |
|||||
|
Scene 1: �Mr.
Thackeray: �Example! There are two ways to enter a room. One is like an
adult, a lady with dignity. The other is like a brat. Miss Dare's shown the
second way. Perhaps you'd demonstrate the first?� (32:26) |
Scene 2: Pamela: �Sir, Perhaps I could tidy your desk�.
Mr. Thackeray: �Oh, no. That�s alright�. Pamela: �Don't worry about your desk. I'll
tidy it for you every day.� (53:23) |
Scene 3: Pamela: �I'll take the flowers.� Mr. Thackeray: �Why should you do that, Miss
Dare? Wouldn't that make you subject to gossip?� Pamela: �Gossip don't worry me. I've known
Seales since kindergarten. I'll take the flowers.� (1:14:29 � 1:14:46) |
|||
|
Analysis and discussion of the scene:� As Asghar et al. (2018) emphasized, factors such
as effective teaching methods, instructor encouragement, and the use of the
target language can foster positive student attitudes. This was clearly
demonstrated in Pamela�s transformation under Mr. Thackeray's relational
pedagogy. Initially, Pamela exhibited disrespectful behavior, arriving late
to class. However, when Mr. Thackeray asked her to re-enter the classroom
respectfully, she complied (32:26 - 33:19), marking the beginning of her
positive change. By the third scene, Pamela began volunteering to tidy Mr.
Thackeray's desk and addressed him properly as "sir," demonstrating
her growing respect and trust in him. Research supports that teachers who
show care, attentiveness, and strong communication foster academic and
emotional growth in students (Hughes, 2012; Roorda et al., 2017). Pamela's
evolution extended to overcoming her initial racist attitudes. Despite her
hesitation, she courageously attended Seales' black mother's funeral (1:12:52
- 1:14:14, 1:30:26), inspiring her classmates to confront their own biases.
Pamela's transformation was thus a direct result of Mr. Thackeray's
relational pedagogy, which encouraged respect, trust, and personal growth.
This case exemplifies how a teacher's student-centered methods can foster
profound change in students. |
|||||
Potter
|
Before |
|||||
|
Context of the scenes: Scene 1: Potter was not paying attention in the class
instead reading a magazine with Denham.�
Scene 2: Potter tried to disturb the whole class by
shaking his table. Scene 3: Potter, Ingram, and Denham tried to hurt Mr.
Thackeray by throwing a water balloon at him from their classroom window
while he was walking outside. |
|||||
|
Attitude: Lack of interest and attention, rebelliousness,
disrespect for authority, passive, stubborn |
Behaviour: not paying attention to the class, and not sitting properly in the
class, disrespectful behaviour such as noising his
table while Mr. Thackeray explained the lesson, and unpolite answer to Mr.
Thackeray, and attempted to hurt Mr. Thackeray by throwing a water balloon at
him from their classroom window while he was walking outside. |
||||
|
������������������������������� Scene
1 ����������������������������Scene 2����������������������������
Scene 3 |
|||||
|
Dialogue of Scenes (Direct quote): |
|||||
|
Scene 1: Mr. Thackeray: �Potter?� Potter: �Yeah.� (12:43) |
Scene 2: Mr. Thackeray: �About multiplying there are a
few valuable tricks to know. Say that you're offered roast beef at seven
shillings per pound. (While Mr. Thackeray was explaining the lesson, Potter
started shaking his table to disturb the class: Time: 18:45). Potter! Must you
do that?� Potter: �I can't help it, Sir. It's my desk.
(18:39 � 18:55) |
Scene 3: N/A |
|||
|
Analysis and discussion of the scene:� In the first scene of To Sir, With Love, Mr. Thackeray
meets his new class for the first time, but Potter immediately demonstrates a
lack of respect for Mr. Thackeray's presence, appearing uninterested and
passively engaged in learning. Instead of paying attention, Potter and Denham
occupy themselves by reading a magazine together, and Potter sits improperly
in his seat (12:43). According to Porter (2000), disruptive behavior refers
to unsafe acts, property damage, aggression, disengagement, demanding tasks,
and violations of behavioral agreements, which can significantly hinder
students' learning. In this context, Potter�s disruptive behavior is evident
in the second scene, where he interrupts the class by shaking his desk and
making noise (18:45), signaling a lack of interest in Mr. Thackeray�s instruction
and an attempt to undermine the teacher's authority. This behavior escalates
in the third scene when Potter, Denham, and Ingram throw a water balloon at
Mr. Thackeray from the classroom window (28:42), displaying a rebellious
attitude toward the teacher and further minimizing his learning opportunities
(Porter, 2000). These actions reflect Potter�s resistance to Mr. Thackeray�s
authority before the teacher�s relational pedagogy begins to transform him.
Potter�s disruptive behavior may be a sign of his attempt to avoid activities
he dislikes in class. However, his negative actions were not isolated but
influenced by various factors, including family dynamics, peer interactions,
the school environment, and broader community influences (Wellbeing, 2023).
In summary, Potter�s initial disrespectful behavior highlights the challenges
Mr. Thackeray faces in establishing authority and fostering a positive
learning environment, and understanding the underlying factors contributing
to Potter�s behavior is essential for addressing these challenges. |
|||||
|
After |
|||||
|
Context of the scenes: Scene 1: Potter politely addressed His friend Pegg as
�Miss Pegg�. Scene 2: Potter began to actively engage with class
activity. Scene 3: Mr. Thackeray asked Potter to take
responsibility for his misbehavior towards Mr. Bell. Therefore, Mr. Thackeray
asked him to apologize to Mr. Bell. |
|||||
|
Attitude: Respectful, Enthusiastic, cooperative, forgiving,
and open-minded to accept personal fault. |
Behaviour: Use proper language in addressing his peers, actively participate in
the class program, acknowledge mistakes, listen actively, and apologize
sincerely. |
||||
|
������������������������������ Scene
1 ����������������������������������Scene 2����������������������������������
Scene 3 |
|||||
|
Dialogue of Scenes (Direct quote): |
|||||
|
Scene 1: �Potter: �May
I have the pleasure of this dance, miss Pegg?� (37:50) |
Scene 2: Pamela: �Why don�t you take us? We could go in
the morning.� Mr. Thackeray: �Who would like that?� Potter: �What a drag!� Denham: �Don�t you want a day off? Put your
hand up.� (41:14 � 41:32) |
Scene 3: Mr. Thackeray:� �Potter, I can't think of
anything that could excuse your behaviour.� Potter: �But it was him.� He made Fat do it. Fat said he couldn't do
it. A bloody bully always had it in for him�. Mr. Thackeray: �I am not concerned with Mr.
Bell's behaviour, but yours. Suppose and instead of
a piece of wood a gun or knife had been handy, what then?� (1:07:22 �
1:07:39) Mr. Thackeray: �You owe Mr. Bell an apology
(1:07:54). |
|||
|
Analysis and discussion of the scene:� ��� Relational
pedagogy emphasizes creating and maintaining a caring, trusting, and
autonomous classroom environment (Hollweck et al., 2019)
while fostering respect (Ljungblad, 2021). This
approach encourages teachers to demonstrate care for their students, which is
manifested through three pedagogical themes: nurturing care, interpersonal
care, and academic care, all aimed at promoting student growth and societal
change (Adam, 2018). In the film To Sir, With Love, Mr. Thackeray�s
relational pedagogy significantly transforms Potter�s life. By applying
transformative teaching methods, he fulfills the primary goal of
transformative education, which is to enhance learners academically,
socially, and spiritually (Rosebrough & Leverett, 2011). Potter's
transformation becomes evident in a scene where he begins addressing his
classmates with respect, referring to Pegg as "Miss Pegg" (37:50),
signaling his openness to personal growth and respect for Mr. Thackeray�s
expectations. This shift was made possible through trust-building efforts
initiated by Thackeray, such as encouraging open dialogue and treating students
as mature individuals (31:34�36:45). Potter�s further transformation occurs
when, initially disinterested in class activities (12:43, 18:39�18:55), he
begins to show enthusiasm and cooperation, particularly during a class trip
to the museum. This positive change, where Potter ignores Denham�s negative
influence, highlights the crucial role teachers play in not only instructing
but shaping students for academic and personal growth. |
|||||
1.1.1.
Denham
|
Before |
|||||||
|
Context of the scenes: Scene 1: Denham smoked at school Scene 2: While Joseph, one of the students, was reading
for the class, Denham and Potter were busy playing with their toys, ignoring
the class. Scene 3: Denham was disrupting the class by asking to
leave the room and disrespecting Mr. Thackeray by inappropriately calling Mr.
Thackeray's name. Scene 4: Denham used sarcastic words to insult Mr.
Thackeray. |
|||||||
|
Attitude: Disrespect, rebelliousness, lack of interest and
focus, disobedient, racist, and sarcastic.�
|
Behaviour: Smoking at school, playing with the toy and ignoring the class, making
noise, using inappropriate names for the teacher, slamming the door,
and attempting to bully Mr. Thackeray who is a colour
man. |
||||||
|
������������� Scene 1 ��������������������������Scene 2��������������������������� Scene 3������������������������������ Scene 4 |
|||||||
|
Dialogue of Scene (Direct quote): |
|||||||
|
Scene 1: N/A |
Scene 2: Mr. Thackeray: �Put that away, please!� (14:32) |
Scene 3 Denham: �Please can I leave the room, guv?� Mr. Thackeray: �Yes, and it is Thackeray�. Mr. Thackeray (Explained the lesson), Denham (hardly slaps the door): �I am sorry
Mr. Fackeray.�(18:10 - 18:37) |
Scene 4: Potter: �Are you from South Africa?� Denham: �Of course not. South Africans is
white, isn't they?� (39:24 � 39:26) |
||||
|
Analysis and discussion of the scene:� ��� Chika-James
(2020) highlighted that educators engaging in service learning face a diverse
student body, marked by varied sociocultural backgrounds, skills, and life
experiences, which can include disruptive behaviors such as aggression,
disengagement, and violations of behavioral agreements (Porter, 2000). In the
film To Sir, with Love, Denham exemplifies such disruptive behavior before
Mr. Thackeray�s relational pedagogy begins to influence him. Initially,
Denham's disrespect and rebellion are evident. In the first scene, he is
caught smoking in class (4:43), and in subsequent scenes, his immaturity and
disengagement with the lesson are clear. For instance, Denham is seen playing
with toys instead of participating in class activities (18:12, 18:32). His
antagonistic attitude escalates when he uses derogatory nicknames for Mr.
Thackeray, such as "guv" and "Mr. Fackeray," and slams the door as he exits (18:29),
showing his deep disrespect. Moreover, Denham expresses overtly racist views,
dismissing South Africans as "white" (39:26) and refusing to attend
his classmate Seales� black mother's funeral (1:14:17), revealing his
prejudices. These behaviors stem from a complex mix of factors, including
family dynamics, peer influence, and societal factors. |
|||||||
|
After |
|||||||
|
Description of the scenes: Scene 1: Denham acknowledged his fault and began to have a
good relationship with Mr. Thackeray. Scene 2: Denham organized the school event and invited
Mr. Thackeray to the party. Scene 3: Denham and his peers went to Seales� mother�s
funeral. |
|||||||
|
Attitude: Humble, increasing self-awareness, moderate in
speaking, respectful, and openminded |
Behaviour: politely approached the teacher and acknowledged his fault, engaged in
school activities,� |
||||||
|
������������������������ Scene 1����������������������� �����������Scene 2���������������������������������������������
Scene 3 |
|||||||
|
Dialogue of Scene (Direct quote): |
|||||||
|
Scene 1: Denhan: �Can I ask you something? How many
times did you hit me?� Mr. Thackeray:
�Once. I'm sorry. I didn't mean to hurt you. I just lost my temper. Denham: �I was meant to hurt you.� (1:26:50 �
1:26:59) |
Scene 2: Denham: �About the party. We have got a group
and all in here. And the girls is fixing the grub.
You coming?� (1:29:25 - 1:29:31) |
Scene 3: N/A |
|||||
|
Analysis and discussion of the scenes:� ��� Pope Francis, in his address to the International Commission
on the Apostolate of Education of the Society of Jesus (ICAJE) on May 24,
2024, emphasized that true education involves guiding young people to serve
others and pursue academic rigor for the common good (Vatican News, 2024).
This perspective aligns with the transformational power of relational
pedagogy, which focuses on creating a caring, trusting, and autonomous
classroom environment (Hollweck et al., 2019) while fostering respect (Ljungblad,
2021). In the film To Sir, with Love, Mr. Thackeray embodies this approach,
particularly through his interaction with Denham. During their boxing match
(1:24:29 � 1:26:19), Denham experiences Mr. Thackeray's genuine care and
concern, which significantly shifts his attitude towards the teacher. This
encounter marks a profound transformation in Denham�s behavior, as he moves
from being racist, rebellious, and disrespectful to addressing Mr. Thackeray
with greater politeness and composure (1:26:50 � 1:26:59). This change
exemplifies the positive impact of relational pedagogy, fostering a
supportive learning environment and nurturing a stronger student-teacher
relationship (Chica-James, 2020). Denham�s evolving attitude underscores the
power of education in shaping both individual character and relationships for
the common good. |
|||||||
KESIMPULAN
The film To Sir, With Love explores the
transformative power of education through the experience of Thackeray, a young
teacher who faces challenges with misbehaving, unmotivated students at a
secondary school in East End, London. Many of these students come from troubled
backgrounds, rejected by society and previous schools, resulting in poor
behavior and lack of motivation. However, Thackeray is determined to educate
them and uses relational pedagogy, focusing on care, communication, active
presence, and trust to manage the classroom and positively impact students like
Pamela, Potter, and Denham. Relational pedagogy, rooted in relational ontology,
emphasizes the importance of building supportive, respectful relationships, as
learning occurs through human interaction. This approach fosters an environment
where students feel valued, leading to changes in their behavior and attitudes.
The study investigates how Thackeray�s relational pedagogy, through practices
of care, presence, communication, and trust, influences his students� behavior.
The findings suggest that Thackeray�s methods successfully build strong
relationships with his students, leading to positive transformations in their
attitudes and behaviors, demonstrating the effectiveness of relational pedagogy
in overcoming challenges in an educational setting.
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