Initial Idea
A teacher walks into a classroom, to be confronted by the word 'Pedo' all over his whiteboard. This causes Mr. Warn to frantically rub the harsh words off. His class comes in and the register is taken, within the register students gradually start to add derogatory comments. This angry Mr. Warn gradually until he completely losses his calm and starts to shout and becomes very aggressive towards both classroom and students. He removes himself from the room and continues to escape from the badgering pupils. He ends up at home drinking alcohol and drowning in his thoughts and ever growing self pity. He then gets up and walks back out heading for the school once again. However this time he is inebriated. Will his judgement be impaired?
Background Research
Research Into Student Aggression (Year 11)
In the research I decided to look into acts of aggression this lead to interesting findings. It showed that although boys were more likely to be physically aggressive, it was girls that were more likely to use relational aggression. This relational aggression is show either by social hierarchies within girls; some will be bystanders and mostly conspire or acquiesce the main bullies actions. This also showed me that girls were more likely to provide social or emotional bullying and so the culprit of the nasty comments and words said and written would need to come predominantly from a girl or a group of girls. The information in full can be found at: http://vivo.cornell.edu/individual/vivo/individual31226
I then decided to look at the triggers for aggression.
“Possible reasons for aggressive behaviour include situations in which the person:
• feels frustrated, pressurised or humiliated because they are no longer able to cope with everyday demand
• feels their independence and privacy are threatened because they are forced to accept help with intimate functions such as washing, dressing or going to the toilet
• feels they are being judged or criticised perhaps because they have forgotten something or made a mistake
• feels bewildered or frightened because there is too much noise or too many people or there has been a change in routine, for instance, and they cannot cope.
• feels anxious or threatened because they no longer recognise certain places or people. They may be convinced they are in the wrong place or that a relative is a stranger who has broken into their home
• feels frightened because of a sudden noise, sharp voices, abrupt movements or someone approaching them without warning from behind.
feels discomfort, pain, boredom or thirst.”
Further research showed me that there are many different ways to react aggressively sometimes immediate physical reaction is triggered, whereas as sometimes verbal reaction is more likely to arise. However the type of trigger is endemic to the reaction. A feud over a long period of time may result in verbal reaction whereas a highly offensive or threatening trigger may result in a physical reaction. It could be said that generally physical action is more impulsive and instinctive whereas verbal action is more considered and manipulated.
Research Into Teachers
This article is very informative and it talks about the extreme difficulties in teaching students of more mature ages as they are more sexually aware and can cause awkward situations for teachers. Young teachers are the most vulnerable as the ages gap between a sixth former and a NQT could be as little as 5 years, which allows both parties to see each other as adults and therefore can spark sexual relationships.
The media is very quick to label teachers perverts or paedophiles when in fact it is often the pupil would targets the teacher.
This very dangerous line between professional teaching with emotional support and a deep emotional or sexual relationship is very easy to cross over into.
Amy Gehring is a famous example of the implications for teachers crossing the often invisible line.
First Synopsis
A teacher walks into his classroom, looking a little tired but ready to do the job he never really wanted to do. He looks round and he sees horrid scribbles written on his whiteboard. The scribbles read, ‘Pedo!’ in all different styles of hurried writing and graffiti. He hurries to his desk and opens up his desk to grab a bottle of cleaner. He slams the drawer shut and with a depressive anger in his eyes starts to clean the personal attack off of his board. This teacher has been out of work for a couple of weeks due to the recent allegations of perversion towards a male student.
His class comes in and he tries to take the register as normally as possible. However the gaps left between the names was a fatal mistake. Students take turns to shout out derogatory terms disguised as coughs. He notices it from the very first one. He hastily continues through. The students get louder, his resolve is diminishing.
He explodes off of his desk with rage never seen by his class before. He shouts and even swears. He realizes how he is acting and leaves his classroom. Storming out of the school and walking to his home, just around the corner.
The closeness of his home to his workplace killed him when he was suspended, he saw his students walk past, knowing that they would be receiving a substandard supply lesson. He never wanted to be a teacher but he put his all into his job. He particularly tried to help one very troubled student out but he may have got too passionate in his help. The accusations are the whisper of the staff as well as the pupils. He really has no allies to help him in his battle.
At home he goes over to the drinks cupboard, his best friend recently. He was and is not a heavy drinker but he found himself knocking back tumbler after tumbler of vodka, whiskey and any other spirit he could get his hands on. His tie is not very skewed and his shirt raggedy. He staggers to the door to go out. But where is he heading? Surely not… he’s drunk!
Second Synopsis
The short starts with the teacher walking into his classroom and meticulously placing his papers and books on his desk. The preparation for his lessons is and always will be thorough. The textbooks are placed on the desks with delicacy appropriate for glass. His class comes in. They enter in the usual manner, unexcited, unenthused and annoyed at the disturbance of having to learn. He begins to take the register though he is very distracted. The struggle is pained over his face, screwed up and turning. He bellows for silence and with some surprise he gets it. He finishes the register and proceeds to start the lesson. “Today I am going to teacher you about volcanoes!” his excitement is met with a dim murmur of acceptance and obedience by his class.
There is a collection of students however that are extremely rude and oblivious to the fact that the lesson has started. The main leader of the pack is wearing his tie halfway down his body, and his shirt half tucked in, half tucked out. This boy however is not the attention of the teacher. He has focused on the boy next to him, the one that doesn’t really fit. He is the runt of the litter, small, thin and dominated by anyone who chooses to impose themselves on him.
The teacher is angry and is about to blow. His face is yet again red and his fists are clenched. The last boy to stop talking after the teacher shouts is the misfit. The misfit is then made to stand up in front of the class. The teacher makes an example of him. He says, “Take Tommy here, a nice boy with the wrong friends. Oh but wait your not a nice boy are you. You see boys and girls he seems to like year sevens. Really like year sevens.” The class is silent and intent of waiting for Tommy’s reply. He shouts back at the teacher, “Bullshit!” This language further enrages the teacher who proceeds to tell the details of his accusation. “How dare you defy me you pervert? You sit there on the stairs of the west block and you pounce on the poor innocent little girls don’t you Tommy?” Tommy gives no reaction as his original gusto has been battered down.
The class descends in an unorganized mess as Tommy runs out. The teacher has lost control over both himself and his class. A student opens the door after Tommy and shouts “Go on pervert run away to your girls!”
Tommy keeps runs down through the school with frenzy and upset. Tears are beginning to appear. Where is Tommy going and is it true? There has been no denial.
Third Synopsis
A male teacher (MR WORN) puts his papers and books on his desk. The board is littered with students’ names under the ‘Warning’ section of the board. MR WORN rubs these names off with annoyance. He then moves to his desk and sits down, he sorts these piles out into people who turned up and people who didn’t. The ‘did not turn up’ pile is much larger than the other. He hastily drinks his coffee in an attempt to wake himself up and give him the impetus for the day of teaching. His class comes in. They enter displaying recognisable gestures of being unexcited, unenthused and annoyed at the disturbance of having to attend a lesson. He begins to take the register. MR WORN portrays signs of struggle and pain due to the disruptions and interruptions he is experiencing. He bellows for silence and with some surprise he gets it. He finishes the register and proceeds to start the lesson. “Today we’re going to continue looking at Romeo and Juliet. Now as I said yesterday if you did the homework of reading on this lesson will be nice and easy.” His upbeat and expectant tone is met with ennui by his class.
There is a group of students at the side of the class, they are talking and joking. The leader of the pack is wearing his tie halfway down his body, and his shirt half tucked in, half tucked out. This boy however is not the attention of the teacher. He has focused on the boy next to him, the one that doesn’t really fit. He is the runt of the litter, small and thin.
The teacher is struggling to continue his lesson, “Come on boys.” His face is red and his fists are clenched as the boys ignore his request. He targets a group of girls. “Be quiet” one responds, “Oh sir, it’s not just us.” The class begins to settle with murmurs of conversations slowing. The last boy to stop talking after the teacher shouts is the misfit. The misfit is then made to stand up in front of the class. The teacher makes an example of him. He says, “Tommy you would know about relationships right? There relationship is not really allowed, as you would agree Tommy.” He nods, “However they love each other and they aren’t really doing anything wrong. Not like you do Tommy. Juliet is off limits for Romeo, is there anyone you would consider off limits maybe year sevens?” The class is silent and intent of waiting for TOMMY’S reply. A girl breaks the silence by shouting out “Pervert!” He shouts back “Bullshit!” This language further enrages the teacher. “How dare you! I was simply making an example Tommy, but if you have something to share, go ahead.” TOMMY gives no reaction as his original gusto has been battered down. MR WORN lays into him documenting TOMMY’S escapades, “You sit there on the stairs of the west block and you pounce on the poor innocent little girls don’t you Tommy?”
The class descends in an unorganized mess as TOMMY runs out. The teacher has lost control over both himself and his class. RUBY opens the door after TOMMY and shouts “Go on perv run away to your girls!”
Tommy keeps running away. MR WORN has realized his outspoken, inappropriate accusation and shuts the door saying, “Sit down Ruby, that is inappropriate!”
Fourth Synopsis
A male teacher (MR. WORN) puts his papers and books on his desk. The board is littered with students’ names under the ‘Warning’ section of the board. MR. WORN looks at these names and notes them down on in his book. He then moves to his desk and sits down, he looks through a folder and gets to the name, ‘Jake Rupt’. The wallet is full of detention slips. He studies some of them, they vary in date and reason, all have an ‘unattended’ reminder written on them. He hastily drinks his coffee and takes two aspirin. His class comes in. He shuts his folder and brings up a register on his computer. He also brings up class photographs, focusing on JAKE’S photo. They enter displaying recognisable gestures of being unexcited, unenthused and annoyed at the disturbance of having to attend a lesson. MR. WORN begins to take the register. He portrays signs of struggle and pain due to the disruptions and interruptions he is experiencing. He bellows for silence and with some surprise he gets it. He finishes the register and proceeds to start the lesson. “Today we’re going to continue looking at Romeo and Juliet. Now as I said yesterday if you did the homework of reading on this lesson will be nice and easy.” His upbeat and expectant tone is met with ennui by his class.
There is a group of students at the side of the class; they are talking and joking. The leader of the pack is wearing his tie halfway down his body, and his shirt half tucked in, half tucked out. This boy however is not the attention of the teacher. He has focused on the boy next to him, the one that doesn’t really fit. He is the runt of the litter, small and thin.
The teacher is struggling to continue his lesson, “Romeo and Juliet have difficulty having an open, accepted relationship. Does anyone have any thoughts on this?” There is no response from anyone, the class are involved in various conversations. “Come on boys.” His face is red and his fists are clenched as the boys ignore his request. He then targets a group of girls. “Be quiet” one responds, “Oh sir, it’s not just us.” The class begins to settle with murmurs of conversations slowing. The last boy to stop talking after the teacher shouts is the misfit. The misfit is then made to stand up in front of the class. The teacher makes an example of him. He says, “Tommy you would know about relationships right? Do you think it is because Juliet’s too young” TOMMY nods and tries to answer back but he is cut off by MR. WORN, “However they love each other and they aren’t really doing anything wrong. Are they Tommy? Juliet is off limits for Romeo, if you were him who would be off limits?” The class is silent and intent of waiting for TOMMY’S reply. A girl breaks the silence by shouting out “You’re shagging a year 7, Perv!” He shouts back “Bullshit!” This language further enrages the teacher. “How dare you! I was simply making an example Tommy, but if you have something to share, go ahead.” TOMMY gives no reaction as his original gusto has been battered down. MR. WORN lays into him documenting TOMMY’S escapades, “You sit there on the stairs of the west block and you pounce on the poor innocent little girls don’t you Tommy? See Jake that’s why he always disappears at lunch”
The class descends in an unorganized mess as TOMMY runs out. The teacher has lost control over both himself and his class. RUBY opens the door after TOMMY and shouts “Go on perv run away to your girls!”
Tommy keeps running away. MR. WORN has realized his outspoken, inappropriate accusation and shuts the door saying, “Sit down Ruby, that is inappropriate!”
Final Synopsis
A male teacher (MR. WORN) puts his papers and books on his desk. The board is littered with students’ names under the ‘Warning’ section of the board. MR. WORN looks at these names and notes them down on in his book. He moves to his desk and sits down. He looks through a folder and gets to the name ‘Jake Rupt’. The wallet is full of detention slips. He studies some of them, they vary in date and reason, all have an ‘unattended’ reminder written on them. He hastily drinks his coffee and takes out an aspirin bottle searching for some, but it is empty. His class comes in. He shuts his folder and brings up a register on his computer. He also brings up class photographs, focusing on JAKE’S photo. They enter displaying recognisable gestures of being unexcited, unenthused and annoyed at the disturbance of having to attend a lesson. Mr. Worn begins to take the register. He struggles with the disruptions and interruptions of the class. He bellows for silence and with some surprise he gets it. He finishes the register and proceeds to start the lesson. “Today we’re going to continue looking at Romeo and Juliet. Now as I said yesterday if you did the homework of reading on this lesson will be nice and easy.” His upbeat and expectant tone is met with ennui by his class.
There is a group of students at the side of the class; they are talking and joking. The leader of the pack, JAKE, is wearing his tie halfway down his body, and his shirt half tucked in, half tucked out. This boy however is not the attention of the teacher. He has focused on the boy next to him, TOMMY, the one that doesn’t really fit. He is the runt of the litter, small and thin.
The teacher is struggling to continue his lesson, “Romeo and Juliet have difficulty having an open, accepted relationship. Does anyone have any thoughts on this?” There is no response from anyone; the class are involved in various conversations. “Come on boys.” His face is red and his fists are clenched as the boys ignore his request. “Jake! For the final time shut up! You are in enough trouble as it is.” Jake has very little reaction and continues to be defiant. He targets a group of girls. “Be quiet” one responds, “Oh sir, it’s not just us.” The class begins to settle with murmurs of conversations slowing. The last boy to stop talking after the teacher shouts is the misfit. Tommy is made to stand up in front of the class. The teacher makes an example of him. He says, “Tommy you would know about relationships right? Do you think it is because Juliet’s too young” Tommy nods and tries to answer back but he is cut off by Mr. Worn, “However they love each other and they aren’t really doing anything wrong. Are they Tommy? Juliet is off limits for Romeo, you know how that feels, don’t you?” The class is silent and intent of waiting for Tommy’s reply. A girl breaks the silence by shouting out “Perv!” He says back “No, what?” She replies “You’re shagging a year seven”. Tommy shouts “Bullshit!” Mr. Worn shouts at them. “How dare you! I was simply making an example Tommy, but if you have something to share, go ahead.” Tommy gives no reaction as his original gusto has been battered down. RUBY lays into him documenting Tommy’s escapades, “You sit there on the stairs of the west block and you pounce on the poor innocent little girls don’t you Tommy? See Jake that’s why he always disappears at lunch.” Jake’s loyalty shines through as he says “Shut up you slapper!” His insult ignites a large row. Mr. Worn is left motionless, without expression. He is lost.
The class descends in an unorganized mess as Tommy runs out. Ruby opens the door after Tommy and shouts “Go on perv run away to your girls!”
Tommy keeps running away. Mr. Worn shuts the door quickly saying, “Please sit down Ruby that is inappropriate.”
