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Solving the problem of negative and/or ‘fake news. Teacher gives student a article on some news event. Thereafter, the students must solve and see if this article is of true events. One way the teacher can make this article more interesting is through writing a article on the different teachers at the school. Students can ask teachers relevant to the article if it is true and if the news is correct or not. The students can then write a report or a written assignment where they explain how fake news can be identified and possible solutions on how to stop it.

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Inquiry-based instruction is a student-centered approach where the instructor guides the students through questions posed, methods designed, and data interpreted by the students. Through inquiry, students actively discover information to support their investigations.

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In Freedom Writers, the teacher Erin Gruwell resists traditional educational practices and battles traditional curriculum's, stale instruction methods, a passive bureaucracy, and stereotypes about inner-city youth.

For traditionalists, elementary education should teach basic skills to children and advanced language and math skills as part of the liberal arts curriculum in the secondary grades. In addition, they teach the history and philosophy of Western culture. Traditional teaching philosophy intel's that the students sit in neat straight rows, classes is always teacher centered.

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Brian Gelford

He is the main speaker in class.  Class is in neat rows and students sit neatly. Teacher-centered class. He focuses more on the Western culture (by asking the only black student in the class he is indicating that only Victoria will know the answers and know only the answer of the black perspective in the work).

He is perpetuating both negative stereotypes and inadequacy in the school system that are based on old traditional schooling approaches like mentioned previously.

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This philosophy is teacher-centered, that aims to teach the basic skills to the students. Students takes notes and solves problems while the teachers impart the knowledge on the students. The teacher grabs the fundamental basics of what is expected of the curriculum.

This is evident through that split image before the initial change took place. She wrote on the board and the students was expected to follow the work silently in their workbooks.

In a way before her initial change I feel that she was a bit of an essentialist or she was pushed in that way to become one of those teachers like Mrs. Campbell and Mr. Gelford.
"Close the workbooks" (Freedom writers, 2007) and the way how the learners sat still in the class while sending the note is a bit of an indication of a traditional teaching philosophy.

First and foremost, she attempts to engage her kids in conversation in order to foster constructive dialogue. Of course, in her early attempts, she fails to communicate effectively with her pupils since there are so many quarrels and fights in the class. Some students see her intention and tell her that she is making a pointless effort to keep the class peaceful and pleasant, but she never gives up and tries again and again.

At first Mrs. Gruwell followed the traditional class through giving students work to do and then they must write it from the board and do the work. She tries to motivate them with songs in the classroom but utterly fails because she does not fully understand their background

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The teacher or an assigned student shows how a process is done while the students becomes observers. The demonstrator is knowledgeable in preparing the apparatus needed according to the steps to be followed.  The rest of the class becomes focused on the activity and concentration on the subject is assured.

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Game-based learning was developed to engage students in more active learning in the classroom. Game-playing is a great way to instill a "mastery" mentality in learners rather than focusing on academics since it forces them to solve problems and use soft skills as they grow up. By selecting activities and experimenting along the way, students work on quests in a game-based learning environment to achieve a certain goal (learning objective).

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Instead of portraying the teacher as a singular authoritative figure, inquiry-based learning depicts the teacher as a helpful figure who offers advice and support for students throughout their learning process.

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According to Teach.com (2020) kinesthetic learning is "based on the idea of requiring students to do, make, or create...in a kinesthetic learning environment, students perform physical activities rather than listen to lectures or watch demonstrations."

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The students are expected to construct knowledge and meaning out for what they are taught by connecting them to prior experiences.

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It will welcome groupwork, teamwork, partnership, and group discussions.

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The Communicative Approach emphasizes the importance of teaching communicative skills above linguistic ability; hence, functions are prioritized over forms. Students frequently engage in small groups on communicative exercises with authentic materials, where they get practice negotiating meaning.

Mrs. Gruwell does exercise this approach to a certain stance, she communicates with her class constantly, using real-life situations like, "that's how a holocaust happens" (Freedom writers, 2007). She focus on communication, however, she does focus on linguistic views as well. Like when they have to write everyday in their journal and when they have to hand in written reports with multiple drafts.

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The teacher guides the learners to discover things for themselves. The teacher facilitates the learning process by allowing the learner to be engaged in the learning process by allowing the learner to be engaged in the learning process with his/her guidance.

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Focus on the belief that learners is also an important resource because he/she too knows something and is therefore capable of sharing something.

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Teachers using this technique regard pupils as "complete individuals" having intellect, feelings, instincts, bodily reactions, and a desire to learn. Teachers are also aware that learning may be dangerous. Teachers may help students feel safe and conquer their worries by recognizing and accepting their students' fears. The syllabus is learner-generated, which means that students pick what they want to learn to speak in the target language.

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This philosophy believes in the active participation of students, this also includes how students construct their knowledge based on their believes and experiences. According to The digital teacher (2020) constructivism in "a typical classroom contains students who are free to explore their ideas and share concepts in non-traditional ways."

Mr. Keating, in contrast the rest of the school, takes a completely different approach, presenting pupils with a constructivist atmosphere in which they may be leaders of their own education and fight back against conformity demands. Mr. Keating's persuasion of 'Todd' to write his own poetry is a perfect illustration of the positive learning environment he fosters. He invites the student to stand in front of the class and only shows him an image on the wall as an inspiration or guide before encouraging Todd to make his own masterpiece.

SOCIAL CONSTRUCTIVISM

Another example may be when Mr. Keating told the learners to tear up the first chapter in the poetry book, "go on, rip it out...don't just tear out that page, tear out the entire introduction" (Dead poets society, 1989). He believes that pupils should not be forced to study based on the opinions of others, thus by tearing out the pages, he encourages them to extract their own meaning from the poetry and to seek to develop their own inner voice. Thus, the students construct their own meaning of poetry.

When he did this he is portrayed as the facilitator in the class, he facilitates the learners learning abilities and scaffolds the students learning by allowing them to explore their own conclusions in what poetry means to them.

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"Romantics believe in knowledge through intuition rather than deduction, and this student-centered approach focused on differentiation with no set curricula, formal classes, or tests" (The digital teacher, 2020).  Thus the Romantics theory focus on the emphasis on emotional self-awareness and the abilities to improve society and mental health.

Mr. Keating only focused on some parts of the curriculum or in this case some parts of the prescribed textbook provided for the students. When MR. Nolan took over his class at the end the students states that "we skipped around a lot, sir. We covered the Romantics and some of the chapters on Post Civil War literature...What about the Realists...I believe we skipped most of that, sir" (The Dead poets society, 1989), thus meaning that Mr. Keating did not follow a set of prescribed curriculum. The students never had a structured setting where they wrote tests and did their poetry. Some of the classes were presented in the court yard and some was in the class. Meaning that no set place for tests were made the students was assessed on their own interpretation of the work.

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Progressivism
Erin Gruwell teaches mostly based on progressivism. She used real-life experiences to engage her students to actively learn.

She inspired her students to see themselves and to act as creative and responsible citizens who could build community and thrive as members of that community.

She believes firmly that “education is the great equalizer” and credits her ability to listen as the crucial tool which helped her to break down barriers and earn the trust of her students. Her faith in her students, and seeing beyond their low expectations of themselves, was the crucial catalyst for their change.

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Instead of lecturing, Erin Gruwell connected with her class but making them stand up. She put a line of duck tape on the ground and had them stand a couple feet behind it. She would say a series of questions, and if they applied to a students, they would stand on the line. She made her lesson interactive so her students felt engaged.

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The teacher or an assigned student shows how a process is done while the students becomes observers. The demonstrator is knowledgeable in preparing the apparatus needed according to the steps to be followed.  The rest of the class becomes focused on the activity and concentration on the subject is assured.

Keating shows this through demonstrating how poetry flows and how to present it effectively to the classroom. The students thus observe and mimics the way Keating performs poetry in their group called "the dead poets society"(Dead poets society, 1989)

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This method is made to fit with the students needs, like when Keating helped Todd recite his poem after he said he had non to present to the class.

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Racial and ethnic tensions have deep historical consequences in other places in the world. This is evident that their are rational tensions between class members when intercepts a racist caricature of an African-American boy in her class.

When looked at the movie at first it reminded me a bit of apartheid when  Margaret Campbell mentions that, "since voluntary integration was suggested, we've lost over 75º/º
of our strongest students" (Freedom writers, 2007). This link with apartheid when it ended some people still had the believe that races cannot mix and thus some left the schools that brought acceptance to mixed races. Even now when we are all equal there are still resist stereotyping taking place, like for example the African girls hair must compile to western hair cultures of that time before apartheid. Another racial stereotype that took place is that  the students in the movie was not allowed to have new books, because " no one thinks
they're smart enough for real books" (Freedom writers, 2007) everyone thinks because they are of a different race they steal, draw, or rip out of the books. In most cases in the South African context many teachers do not give students new novels or textbooks believing them to steal it or that they may misuse the books. For example one time in my school (we were a few Afrikaans students with 80% of the school English or African students) we newer had EGD textbooks and the one day I went in the book safe EGD textbook laid the whole bookcase full and they had stamps in them since 2007. Meaning that students still get discriminated on and teachers still believe students will destroyed textbooks therefore they only receive old knowledge textbooks or non at all.

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In a conflict where only outward appearances and group allegiance matter, black, Asian, and Latino gangs are perpetual targets in a conflict that affects their daily lives. Meaning that race and gang members is the only lives they know and the only way to remain safe is to stay within this gang or territory each race group has made for themselves. Violence and ethnic hatred affect all students. Several of them have been shot at, have directly witnessed gang-related violence, and have seen friends die in gang fights.

When looking at the South African context most of the learners that live in informal settlements experience the same gang violence's and racial prejudice. Recently in the news it stated that most of the drug dealers and gang violence in the Cape are took place in Voorstekraal, Genadendal and Greyton. These are just a view places. Learners are exposed just as the learners in Freedom writers to gang violence.

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South African Context - Learner Approach

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South African Context - Learner Approach

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Within the South African context the learner-centered approach will beneficial. Students can share their knowledge and interactively learn with groupwork. Due to the world becoming very technological, students can share ideas and interact with each other on different ideas. However, when facing with rural schools it is important for teachers to set a few guidelines, the learner-centered approach can face some challenges in these circumstances. A lack of relevant resources, poor quality of teachers, insufficient and inappropriate teacher-support programs for teachers as well as the rural environmental challenges like language barriers.  Teachers must be trained to know the general strategies of making learning active, interesting, participatory, discovery and reflective to support construct their own knowledge. Teachers should fulfill their role as facilitators of learning in providing expert guidance and controlling the learning process. In schools where the lack of materials is the teacher can show and relate material according to the outside resources, like traditional stories within the community, students can discus about things they know. Teacher can invite a traditional leader and based on his stories the learners can have discussions and projects based on their stories.

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Every person is unique, and education must accommodate these variances. As a result, the goal of education is to help each individual to develop his or her own unique traits, potentials, and identities. Teachers gives the students the freedom to explore their identities and qualities in their work. Because South Africa is such a culturally rich country this will be effectively be used by all teachers. But like stated it does have disadvantages, therefore, students needs to build a social capacity that accommodate all the learners in the class. Students can create their own meaning to the work they do in class based on their culture or experiences.

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She uses different kinds of teaching approaches in her classroom. The first approach is the collaborative approach. This was used with the line game that she did with the class, she involved the whole class with this game and this showed the learners that there are others going through the same problems that they are facing and to make bonds with them to feel safe to share ideas.

She makes use of the individualistic approach as well in her class, this is evident when she tells her students to write the journal and they can write about anything in there. They will work alone with this because many students wrote about problems that they are facing and they would not want others to know about them. This also falls under the indirect guided approach where she guides them to what they can write about in the journal and what she expects them to do in the journal.

The play-based approach was used with the line game to get to know the learners and to make bonds with them. This also falls under the holistic approach to get to know each of her students and to see what their needs and background is.

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She makes use of the inquiry method which entails giving learners the opportunity to explore the work and to relate to it, and not giving them only one way to complete activities. This was shown when she gave them books to read that related to most of the students to allow them to relate and make connections with the book, when one learner was unhappy about the ending she did not interfere when the other learner explained his views regarding the ending. This shows us she wants her students to be able to think for themselves and to explain their views to others. She gives the learners journals to write in, she gives them examples of what they can write about in their journals. She wants them to write about anything that they want to explore their own views and experiences.

Project-based because she gave them a final project to write freedom writers and also the students had to write multiple drafts when they had to write the letter Anne Franks savior.

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He uses a learner- center approach by making the students the main advocates of the class. He lets the students experience poetry for themselves instead of following the traditional teaching approach Keating lets them make their own meaning of what poetry is when he tells the students to remove the whole of chapter 1 in their poetry textbook.

He also uses the direct teaching approach, Keating directly tells and demonstrates poetry and the concepts of poetry in his lessons e.g. when he stood at the table and told the students they must do the same and see the world from another perspective.

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He uses humanism because he plays on the student's emotions like when each student had to compose a poem based on their emotions and then when he first taught his class he took the students to the school's trophy cases and showed them the success of all the students that were in the school thus far influencing their emotional well being in writing and creating poems.

He constructs students' knowledge in their daily lives and emotional well-being when he introduced the students to the dead poet society making that the students are able to compose their own poems based on their feelings and not what is expected from them. Thus, he initially first started his lesson to teach students to construct their own knowledge and not be influenced by other people's beliefs on poetry.

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He used the inquiry method because he allows the students to think freely and he promoted divergent thinking an example may be again when he stood on the table and when they were in the courtyard discovering poetry for themselves.

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I feel it would be a great idea to use more of the constructivism philosophy in a South African context, to allow the learners to make connections with the work that they are doing in class to the real world. If we can use content that learners are familiar with in our classes it would benefit them and they would be able to give their own experiences about the topic and to deeper their knowledge and understandings of that topic. We can relate to the gang and racial segregation in Freedom Writers and that is something that we can teach our students about by using relevant books and resources to allow them to relate to the work and to handle the topic with sensitivity to ensure everyone feels safe and welcome.

I feel like in a South African context teachers tend to still follow the traditional teaching approach where the class is teacher-centered and the learners have to write down the information just like it is given to them, we should allow learners to make the work their own and to give them the opportunities to express themselves with the topic and to think broader about the work and not to focus on the everyday normal answers.

It is important to monitor students' performance and to help them to improve on their mistakes. It is important for teachers to always be willing to help students to improve and to be present in the class as a facilitator to guide the learners to success. Teachers in South Africa normally explain the work to the students and then give them instructions on how to do the activity. Teachers of South Africa can relate to the teachers of the movies that is because they are sometimes seen as guides in class to help learners to get to the correct answers.

Teachers should follow the holistic approach and get to know the learners, this can help to identify what students are going through and maybe be able to help them with that. Get to know the needs of the students and guide them to achieve success in your class.