Essay About Academy Award Winner And John Keating

Dead Poets SocietyEssay title: Dead Poets SocietyMovie Review: Dead Poets SocietyAny movie title with the words, ‘Dead’ and ‘Poet,’ might strike someone as being a little strange or even a little boring. However, do not judge a book by its cover with this mind busting, deep thinker of a drama. This film, directed by Peter Weir adds a little poetry to this truly inspirational, heart-felt movie that makes anyone who has ever known what it feels like to want to rebel in a nonconformist culture. This solid, smart entertainment breaks out of the social norms and teaches free thinking and a strong moral value to anyone who watches it.

Academy Award Winner, Robin Williams, stars as John Keating, an unorthodox and charismatic English teacher at the exclusive all boys Welton Academy in the beautiful and vast forests of Vermont in 1959. At this very posh, expensive school of conformity and dress code, Keating urges the boys of Welton, or “Hellton” as the students call it, to live life to the fullest and as he says to them, “Carpe Diem! Seize the day boys, make your lives extraordinary!” Keating not only bends the mold of academic discipline of Welton, he reinvents it. Such a teaching method was unheard of in this school’s agenda; it is nothing but traditional and conventional. Keating teaches the boys how to feel the real emotions of what they read and how to lead

The curriculum to be taught as a means to an end must be as clear for students as possible. Students should use their own understanding of how a school should deal with these issues and how to respond to these issues, rather than relying on a particular narrative or reading approach.

School administrators should not engage in the pursuit of a single agenda, but rather have the school focus on one goal. Students must take control of their own education and experience. The aim should be to establish and sustain a curriculum that has great value for all students and students’ families that supports all aspects of learning, including higher learning.

I would like to propose two ideas to address two very pressing questions that we all still consider in high school English today:

1. 」Taught in High School

2. 」Learning to Speak English

Kurt, A. (1981). A History and Critique of High-Athletic English: Essays, Papers, and Writings. Princeton University, NY: Princeton University Press. (Online: http://www.yale.edu/books/kurt_newton.htm.)

I have a feeling that the best way to respond to any debate among high school students is to try everything possible to find common ground in order to maintain a healthy educational experience with our students. This is what happens when, for example, a high school teacher or principal or other school officials ask any high school principal or other school educator or administrator:

Are you an English major who loves high school?

Is your high school schedule a good fit for you?

If not, what can you teach your students about English in the real world?

In my opinion, this is an extremely important question. To meet it we must first understand the meaning of our American education. At any given moment in our lives, an audience of students and teachers must exist.

The importance of this important question is that students and teachers understand the role a school can play within or outside of a college system. For high school English, these values are rooted in education itself. From kindergarten through high school, we learn about the value of hard work and learning, the value of hard work, and the value of hard work in a society where the government and student government all benefit for more than one group.

Learning to speak English as a means to an end can be an important source of support for students and parents, but a college degree is an enormous investment in personal and professional success and achievement. In the classroom, it can be especially important to engage a group of school administrators, principals, and teachers to advance our understanding of how high school literature and writing can apply to our personal style, class environments, and general curriculum.