- Nov 2015
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Hello, Chipping. I hear the boys gave you a rough time. They will not do it again, Mr. Bingham, I assure you.
I am highlighting this as the set up scene to one that will follow below on Mr. Chipping's handling of the boys misbehavior in his classroom.
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The boys are unusually quiet. What does it mean? Something has occurred. What is it? Well, sir, it's really no business of mine, but I think, sir, perhaps I can explain. You, Mr. Chipping? Yes, sir. I'm keeping my class in this afternoon. That means Maynard, our best player Please, Mr. Shane. Sir, I'd entirely forgotten about the cricket match. Forgotten? Yes. My attention was drawn to the fact by my class in such an insolent manner I thought it inadvisable to go back on my decision. You observe the effect on the school? I do indeed, sir. It's most regrettable.
This is the scene that followed Mr. Chips telling the other staff member that the boys would not misbehave on his watch again.
This scene, Mr. Chips has to own up to the headmaster that the school would be severely depleted of Cricket players because he took away their outdoor play rights because of their behavior.
As teachers (and parents too), we have to hold ground when dishing out punishment in order to enforce and reinforce proper behaviors that we want our students (kids) to follow.
In the Theories textbook, B.F. Skinner talks a lot about theories revolving around shaping, reinforcement, extinction, etc. But what exact theory directly links to what Mr. Chips did to and for the boys' development?
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I think you better see me after prayers. Yes, sir. Our profession is not an easy one, Mr. Chipping. It calls for something more than a university degree. Our business is to mold men. It demands character and courage. Above all, it demands the ability to exercise authority. Without that, I think any young man should ask himself seriously if he has not perhaps mistaken his vocation. No, sir When a man is young, Mr. Chipping there are many walks of life open to him. I hope you don't mean that I should resign. I should be very reluctant to do that, sir. It means everything to me to come to Brookfield. I'll get on. Please give me the chance to prove it, sir. I am willing to forget the incident but will those boys forget it? You're going to have to face them again. That'll take courage. Moral courage. However, if you care to make the trial Thank you, sir. I shall watch your progress with interest. Thank you, sir. I'm deeply grateful to you.
The scene where the boys are giving Mr. Chips a rough time on the first day is very powerful, if not one of the most significant scenes of the movie as a whole in terms of the school setting at least. But what took place afterwards really ties into what we have learned throughout the semester in many ways.
When Mr. Chips is receiving his "verbal reprimand" from the headmaster, he was really being molded himself on how to effectively establish classroom management, routines, and discipline procedures. Each of these come in the EFC textbook, and in particular to the case of the movie, chapter 7: Addressing Discipline Issues.
Along with Ch 7 in the EFC, this scene really relates to our Opening Minds textbook, also chapter 7. The scene directly speaks towards taking moral development seriously, and the power it has within school walls that will no doubt lead to better citizens. How do we as teachers play a vital part in the role of moral development by showing courage in the face of our students when things are not going so great, such as a student misbehaving? How can we set norms and create a fair environment in the classroom? What might be some long term effects of this on the students that receive these ever important lessons?
This scene also leads directly into Lawrence Kohlberg's theory on moral development. What the headmaster is telling Mr. Chips almost seems to come right out of our book on page 139 of the Theories textbook, "moral development has considerable implications for students' overall development into well-functioning adults as well as impact on the classroom learning environment.
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That's the school song. It's a beautiful song. Yes, sir.
At first when I saw this small part, I knew that I felt it had connections to our lessons, but I thought I might have been reaching a bit. However, after watching this small segment of the movie repeatedly, I couldn't help but notice the effect Mr. Chips had on little Dorset. This is because Mr. Chips stops speaking and softly sings the school song along with the rest of the school in the background. It was at this moment that Dorset lowered his brow and realized he was now part of something much bigger at Brookfield (in itself a community of practice). What was Mr. Chops displaying according to Chapter 8 in our Theories in Educational Psychology book? There are specific moments during this brief moment in the movie that have significance towards Albert Bandura and a few of his theories.
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Well, here we are. Won't you come in? Sorry. I must be getting along, sir. I've got to unpack. Lower school prep at : . Oh, of course. That's always the new master's fate. It's a bit of an ordeal, isn't it, sir? Well, I found it so when I started in . You found difficulty with the boys? But seeing you just now? It took time. Too much time. You seem to have found the secret in the end. What? The secret? Oh, yes, in the end but I didn't find it myself, Mr. Jackson. It was given to me by someone else. Someone else. Mr. Jackson, when you go into class tonight to take evening school for the first time remember you're not the first master who stood there and felt afraid. Good night. Thank you, sir. Good night.
When studying Lev Vygotsky's Zone of Proximal Development, it is easy for us to forget that the ZPD never stops. How in the scene highlighted here can we relate the ZPD to both Mr. Chips as previous Master, and can you see the translation from just this brief encounter to Mr. Jackson? Even as teachers we must remember that even we are still be taught, and teaching others as students, no matter what age they might be. This to me was a perfect scene that shows the transition from one teacher to another. This same care and modeling will most certainly trickle down into Mr. Jackson's classrooms.
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- Oct 2015
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- Here's your coffee. - Thank you.
I had responded to Sarah about our Goodbye Mr. Chips Movie last week before the deadline, but want to make sure I post here as well because I think I was mistaken on where to post before. I think I got this figured out now.
Oh, and Here's Your Coffee....cause that's what the movie said. And cause coffee is good. :-)
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I may forget some things, but I never forget your faces. If you come and see me in the years to come, as I hope you will you may see me hesitate. You'll say to yourself, "The old boy doesn't remember me." But I do remember you, as you are now. That's the point. In my mind, you remain boys
I highlighted this passage because it was the hardest hitting part for me. I will look into the theories again to find possible application, but regardless I see this as ultimate caring. So often people are treated as numbers, a real come and go approach. My Kinesiology professor and head chairman of the department has consistently told stories of past students from his time teaching elementary physical education. He speaks of all students as they were, eager learning children. Many of these same children are now probably 50 years old, but in Dr. Carleton's mind they are still young. I bet it is safe to say that these same "children" remember Dr. Carleton in the same manner. Because he cared so much, and still holds it in his mind and heart, those he taught are probably teaching those they encounter many of the same values. In the movie, this is a significant topic as Mr. Chips taught families from generation to generation. I think that this part of the teaching profession is truly special.
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