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1. Venus D. Carbonel BSEd-English Principles Of Teaching 01 Ms Violeta Gutierrez
Reaction Paper To The Movie “To Sir With Love”
“To Sir withLove”isa movie thattalksaboutwhat ismeanton becomingateacher –that teachingis
not justa choice we make but a callingthatwe ought to answer.Itwas a story playedbya black
man,Engr. Thackeray,whoaccepts teachingpositionina“rough”school in Londonwhile searching
for an engineeringjobrelatedtohisdegree.Hiscolleagueswarnedhim aboutthe attitudesof the
studentsthathe was aboutto teach.As he arrivedat school,he seemed tobe culturallyshocked.He
witnessedthe thingsthatstudentsare notsupposedtodo.Having beentrainedasan engineerhe
probablynotfamiliarwiththe styles,techniquesand/orstrategies inteachingbutstill he wentonto
face the challengesthathe mayencounter.Hisdutyisto teach the seniorclassof North Quayin
Londonwhere,asthe movie portrayed,studentsare free todo whattheywant – smoke,dance
inside the classroom,make disturbingnoise,insultteachers,put teachersindangerandeventreat
teachersas if theydidexistintheirclassroom.Astime wentby, he startedtoimplementhisown
disciplinaryactionsandtriedtotreatthemas adults.He taught themthe essentialsinlifeandeven
exposedthe learnersoutsidethe school.Thenon,he started togaintheirrespectandstartedto
buildintimate relationship.He evenstartedtopenetrate into the depthof hislearners’life.Forall
the bad experiencesthatEngr.Thackerayhadwithhis studentshe still have the passiontoteach
themand despite theirstrictmoral code intermsof race relationsbetween“whitesandblacks”he
still have the heartwillingtolove them.Engr. Thackerayreceivedthe letterinformingthathe was
hiredtowork as an engineerandhe feltglad aboutit.Andwhenthe time came that he and his
learnershave toseparate ways,he was surprisedandtouchedwhenone of hisstudents,inbehalfof
all,offeredasongshowingtheir gratitude forhavinghimastheirteacher.One of themgave hima
giftwitha quote “To Sir with Love”that made himwalkedawayandcriedinsecret.Things
happenedunexpectedlyandhe decidedtodiscardhisgreatopportunitytobecome engineer.He
didn’tmindwhatandwho else will be hisfuture studentsmaylooklike,all he everwantedisstill to
become anengineer–engineerwhohelpsbuildstudents’strongfoundationinlife,makeswall for
themto leanon,and pavesthe road inpreparationfortheirfuture.Afterall,he wascalledto
become a teacher.“Teachingisnota choice we make;ratherit isa callingthatwe have to answer”
The movie wasindeedveryinspiring.Asteacher,Ihave beenencounteringproblemsthatare also
commonto all teachers.There were evensome timesthatIfeltveryuneasywhenproblems seemed
to be impossibletodeal with.Idon’tknow whyI chose teachingasmy careeralthough there are
more coursesofferedinmanydifferentinstitutions.Butthatdoesn’tbotherme much. What I am
tryingto ask aboutmyself before isthat“AmI reallycalledtobecome ateacher?”
I cannot give assurance thatI will become teacherforever.Itdependsonthe situation.Insome
reasons,Ilove teachingbecause Ilove dealingwithkids.While watchingthe movie “ToSirwith
Love”I ask myself thisquestion“whatif mystudentswere likeof thatEngr. Thackeray?Will I
survive?”andafterwatchingitI foundthe veryexactanswer,itwasa “YES”. If Mr Thackeray,a
graduate of engineer,survived withthosekindsof studentsevenif teachingisnotinline with his
chosencourse howmuch more I whofinishedthe course relatedtoteaching.Iwasreally challenged
thento pursue whatI have started.It made me proudthat I am a teacherknowing that, like Engr.
Thackeray,I can touch andchange lives.There’salotof thingthatI like about Engr. Thackeray,it
was hislove towardshisstudents,hisunselfishness,hispassioninteaching andhiscourage despite
the warningsgivenbysome of hiscolleagues,andlastlyhiswillingness tosacrifice hispersonal
desiresforthe benefitsof others.

3. Venus D. Carbonel BSEd-English Principles Of Teaching 01 Ms Violeta Gutierrez
CHARACTERISTICS OF A RIGHTS-BASED, CHILD-FRIENDLYSCHOOL
1. Reflects and realises the rights of everychild -- cooperates with other partners to
promote and monitor the well-being and rights of all children; defends and protects all children
from abuse and harm (as a sanctuary), both inside and outside the school
2. Sees and understands the whole child, in a broad context -- is concerned with what
happens to children before they enter the system (e.g., their readiness for school in terms of
health and nutritional status, social and linguistic skills), and once they have left the classroom --
back in their homes, the community, and the workplace
3. Is child-centred -- encourages participation, creativity, self-esteem, and psycho-social well-
being; promotes a structured, child-centred curriculum and teaching-learning methods
appropriate to the child’s developmental level, abilities, and learning style; and considers the
needs of children over the needs of the other actors in the system
4. Is gender-sensitive and girl-friendly– promotes parity in the enrolment and achievement
of girls and boys; reduces constraints to constraints to gender equity and eliminates gender
stereotypes; provides facilities, curricula, and learning processes welcoming to girls
5. Promotes quality learning outcomes -- encourages children to think critically, ask
questions, express their opinions -- and learn how to learn; helps children master the essential
enabling skills of writing, reading, speaking, listening, and mathematics and the general
knowledge and skills required for living in the new century -- including useful traditional
knowledge and the values of peace, democracy, and the acceptance of diversity
6. Provides education based on the reality of children’s lives -- ensures that curricular
content responds to the learning needs of individual children as well as to the general objectives
of the education system and the local context and traditional knowledge of families and the
community
7. Is flexible and responds to diversity -- meets differing circumstances and needs of children
(e.g., as determined by gender, culture, social class, ability level)
8. Acts to ensure inclusion, respect, and equality of opportunity for all children -- does
not stereotype, exclude, or discriminate on the basis of difference
9. Promotes mental and physical health – provides emotional support , encourages healthy
behaviours and practices, and guarantees a hygienic, safe, secure, and joyful environment
10. Provides education that is affordable and accessible -- especially to children and
families most at-risk
11. Enhances teacher capacity, morale, commitment, and status -- ensures that its teachers
have sufficient pre-service training, in-service support and professional development, status,
and income
12. Is family focused -- attempts to work with and strengthen families and helps children,
parents and teachers establish harmonious, collaborative partnerships
13. Is community-based -- strengthens school governance through a decentralised,
community-based approach; encourages parents, local government, community organisations,
and other institutions of civil society to participate in the management as well as the financing of
education; promotes community partnerships and networks focused on the rights and well-being
of children