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By adding this metaphor into his teaching strategy, he is encouraging students to go beyond the bounds of their past understanding and approach his lesson from a new angle. By employing this technique, Mr. Keating installs confidence in his students' uniqueness and the veracity of their own beliefs by demonstrating the dangers of conformity and the "difficulty of sustaining their own beliefs in the face of others" (Keating, 1989, 1:00:56).

Since Mr. Keating has now established a relationship with his pupils that is centred on them and encourages them to consider their own identities and worldviews, this approach is known as the "hook." Additionally, Mr. Keating shows how what students learn in the classroom relates to what they already know by having them perform poetry to music or kick a soccer ball. This taught youngster that there are several ways to recite poetry, which helped them draw on their own strengths in self-regulation and self-esteem to strive toward being confident learners. This strategy upholds moral principles and creates a moral language, while also providing important learning opportunities that encourage students to take calculated risks and perceive themselves as independent thinkers who can resist social norms. Mr. Keating challenges accepted instructional teaching methods and establishes new ones that are built on integrity, strength, and respect for others. This encourages students' expectations for future learning while also promoting their social and emotional wellbeing.

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At best, Keating's techniques are unorthodox. His students are aware of his differences from the moment he enters the room. He cultivates deep relationships with his students and maintains rigorous standards. This school was revitalized by Keating's unconventional educational approach: in his classroom, he encouraged the students to stand on the desk and look at the world from a different angle; he introduced thoughtful poetry to the students; and his support for the free divergent thinking philosophy had a significant impact on the students. Some individuals eventually came to embrace him, started to bravely face each day, and started to live their own lives. He believes in the theory of studying by doing. Children don't actually learn much through reading and listening. The earliest and most amazing knowledge was acquired through experiments. We shall magically discover the effects of our studies when we engage in significant activities. Consequently, textbooks will never completely replace study by doing.  Self-expression is a benefit of Keating's instruction. Keating makes an effort to connect his lessons to things his students already understand, like reading poetry to music and kicking a soccer ball. They learned from this that poetry may be spoken in a variety of ways depending on the tone or mood the poem is in. Another advantage is that you develop a new perspective, which Keating demonstrated by performing one straightforward action: sitting at a desk. This demonstrated to the kids the value of free thinking once more because standing on a desk changes the way things appear from when you are not standing on anything, giving them a completely different viewpoint.

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He emphasizes the individuality and nonconformity that should accompany education. His Philosophy encourages students “to seize the day”. Education can go beyond what is taught in textbooks. However, Mr. Keating adopts an entirely different strategy, giving the kids a constructivist setting in which they can take charge of their own education and rebel against social expectations to fit in. Therefore, he uses a Constructivist teaching philosophy. I think this gives a strong impression of the value of education. The guiding principle of Mr. Keating is obvious: try to develop your own style. This becomes clear when Mr. Keating requests that the students tear out the entirety of the first chapter of their poetry books, which contains essays by historians outlining the definition of poetry. Since he doesn't think kids should be forced to learn in accordance with what others think, he encourages them by tearing out the pages to make their own interpretations of the poetry and to work hard to develop their own unique voices. By enabling the pupils to reach their own conclusions, he serves as a learning facilitator and scaffolds their learning as a teacher. Mr. Keating obviously cares about more than simply academic performance. It also resembles how we guide our students through lower and higher-level questions utilizing Bloom's Taxonomy (Bloom, 1956), allowing them to build their own knowledge. In the end, Todd discovers his own voice thanks to Mr. Keating's support and advice, and he writes a beautiful masterpiece. Mr. Keating's life philosophy, "Carpe Diem," is firmly ingrained in his instruction, and this strikes a chord with the students in many different ways, inspiring them to free themselves from their personal chains and find their own interests.

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Cooperative Learning: Cooperative Learning is a methodical instructional approach that motivates small groups of students to collaborate in order to accomplish a shared objective. The qualities of cooperative learning that are most frequently observed are teacher supervision, diversified groups, positive independence, face-to-face interaction, individual accountability, social skills, group processing, and evaluation This strategy helps a student's learning as well as the learning of the other students in his or her group.

Through the completion of tasks and activities that the instructor assigns, students actively engage in the process of learning information, ideas, and skills through active learning. This model is based on the idea that determining what and how students should learn is at the core of creating significant learning, and that by using systematic tools to develop answers to these questions, one can implement a pedagogically sound method of developing learning activities.

Case Method: The case method is a teaching style that involves students in lively debate about the concerns and difficulties that arise in real-world situations. Case method classes don't follow a predetermined script like lectures do. In the case approach, brief cases are created based on actual events and are followed by open-ended questions to promote students' critical thinking. To prevent pre-directing students' thinking, short cases are employed.

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Erin Gruwell works full-time for the Freedom Writers Foundation as a dedicated activist and enthusiastic instructor. She established the Freedom Writer Method, an innovative instructional strategy built on carefully designed courses. Erin's teaching technique was established using the Progressive teaching methodology, which will improve students' academic fulfilment as well as their sense of worth, confidence, and multicultural and ethnic diversity.

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She follows a student center learning approach that is based on internal motivation. Throughout the movie, she used 11 different strategies in her teaching

1.    Using a tape recorder – 00:20:04

2.    Switching & changing student seat position – 00:21:43

3.    Error recognition or correction – 00:27:24

4.    The line game – 00:41:12

5.    Journal Writing- 00:45:32

6.    Reading Motivation – 00:55:49

7.    Field trip – 01:03:45

8.    Toast for change – 01:10:08

9.    Class discussion or debate – 01:36:57

10. Watching the documentary film –

11. Cooperative writing learning -  01:52:29

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The main principle is to engage the students. She approaches the students with materials that speak to them and that adapt to their interests, regardless of their situation. She also provides a diverse set of tools that convey the information effectively, stimulating curiosity and social interaction while acquiring new knowledge. Therefore it becomes visible that Mrs. Gruwell makes use of the Progressivism teaching philosophy developed by John Dewey.  Its teaching philosophy emphasizes inquiry-based learning, problem-solving, critical thinking, and creativity in the classroom. Aggressive change is supported by the political theory or ideology known as progressivism.

Progressives think that education should be a continuous process of personal development rather than only a means of preparing students for adulthood. Our class is a clear illustration of progressivism.

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It is clear from watching and analyzing these two educational movies that the principles they present would be useful in a South African context. The Freedom Writers Diary's most important theme is tolerance and understanding. The only reason Gruwell's kids hated one another was because they believed it was expected of them based on stereotypes and gang history. They learned from Gruwell that they actually shared more things in common than they were willing to admit. You must work hard to develop your unique voice.” It's far too simple to join the crowd, to believe and speak for everyone else even though we don't agree with them. But maintaining our convictions and hearing our own voices can be more challenging. According to Mr Keating, you need to make an effort to develop your unique voice. It's far too simple to join the crowd, to believe and speak for everyone else even though we don't agree with them. To maintain our convictions and hear our own voices, however, is more challenging. Similar to the teenagers in the film, South African youngsters face numerous challenges in our society. They will benefit from using relatable and relevant literal work. It is important that the teacher makes use of different teaching strategies so that the learners can learn productively, just like in the films, the teacher must find a specific method that will suit the specific learners. Don't be stuck in the old traditional way of teaching.