A Response to "Etre et Avoir"

There is a clear difference that exists between the students seen in the film ‘Etre et Avoir’ and the young students we are all used to working with.  Their quiet manner and reserved personalities reflect a difference in character that should not be overlooked.  We are going to a place where the children we are going to be teaching will have entirely different backgrounds from ourselves.  They have the same quirks and same desires to deviate from the rules at times, but they come from dramatically different roots and respond differently to authority.  With that said, the film also depicts a teaching style worth noting.  M. Lopez’s rigorous style of teaching is also fun; he requires a great deal of his students, but teaches in such a way that he has gained their respect and trust.  He challenges them with questions and never gives a direct answer.  Because of this, it is requisite for his students to be engaged.  This is an important philosophy, and one that we should keep in mind when we become teachers ourselves.  M. Lopez became a mentor to his students, not just a teacher.  He  has made himself available to them both on an educational level as well as a personal level.  This is where the film relates to us and our endeavors.  It is important to keep in mind that despite differences inherent in people of different backgrounds there is a personal connection that can be formed between any two individuals.  The relationships we should seek to form with the students at the Gandhi Ashram should be based on confidence and trust.   

Etre et Avoir

Much can be learned through observing Mr. Lopez interact with all of his students. His calm, always in control presence is the first thing that I noticed. At times I am sure he feels annoyed by their questions or behavior but he is able to maintain his positive attitude and never ceases to speak to them, on their level, in a calm and encouraging tone. Mr. Lopez was seemingly always in control, however the children still tried to pull tricks on him and convince him that they did not have to do their work. This made me realize that no matter how much control you think you have over a situation, children will be children and are always testing their limits and trying your patience. Another message I took away from observing Mr. Lopez is the importance of allowing mistakes to happen. The child will learn best if you let them figure something out on their own and then take a step back and see what went wrong. You can compare what a child knows versus what you think they know by allowing them to make this mistake and through questioning them allow the correct answer to come out. Echoing what a lot of other people have already said, the fact the Mr. Lopez never gives a direct answer but guides the children along so that they can answer their own questions is another great technique.

Response: "Etre et Avoir"

The most profound message that I took away from the video was the importance of body language and presence while in the classroom. Mr. Lopez did more teaching his students with his actions than his voice. He got down to their level. He helped them hold the marker and write the word. He looked them in the eye. He was always calm, always confident, never showing any frustration or fatigue, which I am sure he must have felt at many points during the day. This paid dividends in how his class functioned. It was controlled and productive not because he ruled with an iron fist and shouted commands but because he knew how to engage them, the students understood the expectations, and he was ready. This was all reflected in how he carried himself. Nonverbal communication is extremely important, especially around children because they are very sensitive to it. The success of any activity is as much based on how it is run as its actual content. I think the way we carry ourselves inside and outside the classroom will have a big impact on how effective we are at Gandhi Ashram.

Transcending the Academic Lifestyle and into the Student’s Social Lifestyle—A response to a scene in "Etre et Avoir"

Like many of my fellow peers, I really admire the way Mr. Lopez helped the students arrive at the answers themselves. I was extremely captivated by the initial interaction between Mr. Lopez and Jojo, who was one of his students, and wanted to know if it was the morning or the afternoon. Given the student’s age, I did not expect Mr. Lopez to confront Jojo the way he did. He throws the question back, makes Jojo consider the typical activities performed in past mornings and afternoons, and ultimately has Jojo arrive at the final answer himself. Echoing the sentiments of Aristotle, Allison, and Lauren, this scene definitely deconstructs, to a certain extent, the notion of the teacher as the “authority figure,” by having the student figure out the answer himself. However, this scene also points out that this strategy must be utilized even with the simplest questions and with questions that are seemingly detached of academic value. Mr. Lopez could have easily given Jojo the answer, but this only disables Jojo from realizing that he can figure the answer out on his own—an answer to a question beyond academics. By watching this scene, I discovered that a teacher must not only destroy the students’ perceived hierarchy in the classroom within the academic realm, but the social realm as well. While teaching students that they can arrive at answers to problems like one plus one by themselves, we should concomitantly teach students that they can figure out problems in their lives on their own as well.

"Etre et Avoir"

Monsieur Lopez, in "Etre et Avoir", demonstrated several effective methods for teaching kids. Above all else, the strategy that seemed to stand out most was the way in which he continuously asked his students question after question, forcing them to create answers for themselves rather than just telling them how they should think. What's more, he did not only apply this method to classroom related issues. When there was a fight or when a student was wondering about life in general (ghosts, for example), he would ask the students to explain in detail the way the understood their situations. In doing this, Lopez was able to teach his students far more than just mathematics or writing--he taught them to think critically and he challenged them to understand their own thought processes. He never allowed his students to accept an abstract idea without having them demonstrate why that idea was important. This strategy is extremely applicable to the work we will be doing at the Gandhi Ashram. While it would be possible to simply convey the various theories we wish to teach, Lopez's approach illustrates the great value in forcing students to find ways to make those theories personal. Without a means to relate to concepts taught in classes, our students will not have the ability to use and apply the knowledge we will give them. For this reason, it is important that we learn to place our lessons within contexts that make sense to our students. By engaging our students in this way, we will be able to both maintain their attention and pass on knowledge that the students will be able to remember and apply.

Monsieur Lopez: Firm Yet Gentle

One thing that left an impression on me was the manner in which Monsieur Lopez regarded his children. Though some of them may only have come up to his knee in height, he still did his best to regard them as equal and capable individuals. Doing his best to engage the children in serious conversation he was able to discuss relevant concepts and goals, for his class, without utilizing any elements of authoritarianism. As a good teacher I think it is important to be able balance the levels of nurture and discipline that one’s students may need. I can admit that I myself have such problems with this ratio. For example it’s not unlikely for me to baby younger children by regarding them as perhaps extremely small or cute. Though they often may be these things it’s also important to realize that through my role as a teacher I have to regard them in the same manner as I would students of any age. Thus by this principle I feel that Monsieur Lopez was best able to connect with all age groups. By presenting himself as a concerned and accessible leader Monsieur Lopez was able to yield the type of approval that any teacher would hope to receive. Thus like any other leadership role we, as teachers, need to realize that it’s most important to act in a manner that best facilitates our students. Having had my share of power lusting leaders, in the past, I can easily say that one should never promote their one feelings of insecurity by marginalizing the needs of their adherents. Perhaps in a different environment Monsieur Lopez could have declared himself as an expert in the field of education; publishing articles on the disciple and maybe even perusing a P.H.D. Such a fate may even be “ideal” for a man who has spent 30+ years in the classroom, yet for the sake of this rural French community; Lopez has found a niche for himself in providing educational foundations for children at the elementary level.

Avoir et Etre

Monsieur Lopez was very impressive in the way he managed his classroom. He had complete control and I think this was due to the children's obvious respect for him. This respect is key in building a good classroom atmosphere, especially when classes are large as they will be in India. Monsieur Lopez built this respect up by respecting the children as well. It's easy for kids to dislike someone who is simply there to be an authority figure and lay down rules. However, Mr. Lopez made it clear through individual time spent with the kids that he appreciated them and was looking out for their well-being. This way the kids grew to understand that everything he did was on their behalf and they were willing to be on their best behavior for him. He knew what was happening in the kids lives, for example when he asked about the one boy's sick dad, and the children knew that he cared about them. I think it will be important to really get to know the kids in India so that they understand that respect is a two-way street just as M. Lopez's kids learned. He was also able to hold the attention of all the students. He always got down to their level when he spoke to them so he could make eye-contact and make it more clear that he was on the same level as them. He also asked a lot of questions to the children, instead of him just having all the answers. This allowed the children to come up with the answers themselves which made them think more, but also gave them a feeling of pride for their work. It's important for the kids to feel good about themselves to they are inspired to continue working. He was also very flexible with his lesson plans. If one child asked a question in the middle of oe of his activities, he would allow them to talk about it for a while. By doing this they learned more about each other, and he learned more about them, which further strengthened their relationship. They also felt comfortable participating in discussion because he never shut them down. He made them feel as though their opinions were all very meaningful. I learned a lot from this movie about what it takes to earn the respect of a classroom filled with kids from different ages. It basically requires having an open ear to the everything that is said, and allowing the children to play a role in their own education. Also, simple things like calling someone directly by name, and eye-contact can really help demand attention. Mainly, I would like to get the message across that I respect the kids, and I expect the same from them, not that I consider myself a superior.

Response to "Etre et Avoir"

Responding to the movie “Etre et Avoir” we just recently watched, I found some of the concepts employed by Monsieur Lopez to be transferable to our classrooms at the Gandhi Ashram School. Throughout the film I noticed the extent to which Monsieur Lopez used a series of questions to bump the student to the correct conclusion. On numerous occasions the camera observed Monsieur Lopez patiently inquiring students with a number of additional questions. It was evident early on that his questions were aimed not at the correct answer per se but rather towards the process of correct deduction itself. This is particularly interesting because it taught the student not only the information at hand but also the logical approach required. For January, we can utilize this in our classrooms to make the experience more about learning and less about memorizing. I also found the use of other students as a teaching instrument to be equally as interesting. Monsieur Lopez would actively engage the entire class in a single students work. If a student was hesitant or lacked an answer other students were there to help through peer education. This concept can also be directly translated into our classrooms at the Gandhi Ashram. Our knowledge of the local atmosphere and environment of the students is very limited; the language barrier only complicates the situation further. It will be fundamental for us to employ the aid of students. Peer responses and competition if used and focused properly can be a valuable resource. Monsieur Lopez displayed masterfully the implementation of these concepts and he enjoyed the fruits of his labor. The classroom dynamic became far simpler and extremely more enjoyable and interesting. I only hope to use these with the same effect at the Gandhi Ashram.

I thought the film "Etre et Avoir" did an excellent job in showing a classroom atmosphere that many of us are probably not too familiar with. It was interesting to see the dynamics among the children who were forced to learn in such close proximity. I was surprised to see children as young as four and a half learning right along children who were more than twice their age. I felt that the scene where the young boy was crying for his mother and the older boy consoled him exemplified the sense of cohesiveness in the educational experience. I also thought Monsieur Lopez was a quite the character. I especially liked the way he would talk to students. It reminded me a lot of my own father who, whenever I would ask him questions when I was young, would always reply with more questions until I actually figured it out myself. The scene where Monsieur Lopez gets the young boy to comprehend the concept of infinity was particularly significant. He was also very good at listening to the students, especially to the ones who had obvious social problems. I think this movie helped me realize that the Ghandi Ashram is going to be unlike any teaching or learning environment I have yet to encounter. I will definitely need to listen to the students more closely, not only because of the language barrier, but also because of the cultural differences I am sure to face.

Response to "Etre et Avoir"

I was very impressed with the way Lopez (is that his name?) conducted himself and controlled his classroom. He spoke to the students like adults and because he respected them, they trusted and respected him. He displayed an incredible amount patience when dealing with the children by being clear, concise, and always remaining calm. I liked that he made the students stand by their seats until he told them to sit down (obviously this would only be applicable for certain age groups) because it affirmed his position as instructor, every morning, and signaled the students that the class was beginning. There were two situations that I specifically appreciated: 1) When the two 5th grade students had a conflict, and Lopez mediated the discussion between the two students. Communication is the key to resolving all conflicts. 2) When the two younger students, Jojo and another, had a conflict near the gate and Lopez resolved the situation calmly. The two words I use to characterize Lopez are 'passive assertive' (NOT passive aggressive), a trait that we should all try to emulate.

Response to "Etre et Avoir"

Reflecting on the movie we watched on Sunday, there are many ideas and practices demonstrated by the teacher, Monsieur Lopez, that we will be able to take with us to the Gandhi Ashram School in January. I think that the M. Lopez did a remarkable job of maintaining order in a classroom with such varied ages. He was able to do so by remaining clam and composed throughout the entire day. I don't recall him raising his voice once when he did not approve of one of his students' actions. I also thought that he did a great job of allowing his students to figure things out on their own. He would rarely just give them the answer to a question they had. Instead, he would ask them more questions until they came up with the answer on their own, or he would ask another student to explain the concept to them. I think this is something that will be very useful when we are teaching at the Gandhi Ashram School. If there are students in the classroom who speak English better or understand the concepts of the lesson more than others, it might be beneficial for us to let them explain the lesson to their classmates who don't understand in a language or wording that might be more clear than the way we explain and understand things. As demonstrated by the movie, math concepts can be understood and taught in a variety of ways, so this will be something for me to keep in mind during my math classes this January. 

Response to "Etre et Avoir"

In watching “Etre et Avoir” this past Sunday, I found myself noticing how much patience teaching really requires. From his tenure, it would seem that Monsieur Lopez has mastered this, and it my hope that in my weeks teaching this January, I will be able to grasp this skill as well. Lopez, it seems from what I saw in the movie, never lost his temper, even with the more difficult children, but instead helped them to figure out their problems calmly and patiently. I saw also that Lopez wasn’t teaching to hear the sound of his own voice as some teachers do, but instead was constantly asking questions of his students and taking the time to listen and reflect on their answers. He also wasn’t too tough on any one student, but was stern enough to show them all that he was indeed their teacher, and they would have to follow his instructions and keep their promises to him. The overall sense I got by the end of the movie then was that Lopez balanced all the right “ingredients” in his teaching method and it is my hope that in doing the same this January, I too will be adored in a similar manner by at least a few of the students at the Gandhi Ashram.

Seeing Lopez work with the younger children on their penmanship also got me thinking about whether or not this might be something we need to work on with the younger students at the Ashram during our English classes. His idea of writing a word and then having the children copy it seems like it would be applicable if necessary. I also thought that having students critique each other’s penmanship was a good idea too, if only to mix things up a little bit.