These exercises aim to help the boys un-learn their blind obedience to their school Welton and authority in General.
Mr Keating believes that each student has different passions and talents and his job is not to give his learners information but rather help them to develop the skills they already have.

The most prominent example of this method is the dead poet society. Mr Keating helps them find their voice by making them curious about the dead poet society and what it really meant. In this society the boys were able to really find their voices, express their emotions and feelings and also find who they are in an institution where unity was everything.

4 Major Educational Philosophies. n.d.https://ctei.jhu.edu/files_ta/4_Major_Educational_Philosophies.pdf. Date of Access: 30 Jul.2022.

Archie, K. 2022. Progressivism Theory & Curriculum | Progressivism Philosophy of Education - Video & Lesson Transcript | Study.com. Study.com.https://study.com/academy/lesson/progressivism-overview-practical-teaching-examples.html Date of Access: 30 Jul.2022.

Western Governors University, 2020. What Is Constructivism?  Western Governors University. https://www.wgu.edu/blog/what-constructivism2005.html#close Date of Access: 11 Jul.2022.

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When Knox comments that the poem about Chris being stupid, Mr. Keating replies that it was a good effort and doesn’t discourage him. When another learner gives a simple poem, he also doesn’t make fun of it but tells the students poems can be simple like about cats or anything it just should not be ordinary.

When Todd does not want to say his poem in front of the class. Mr. Keating uses methods like yelping to boost his confidence and wants him to find inspiration by looking at pictures and saying the first things that come to mind. Then he wants him to close his eyes and describe what he sees. He starts speaking and describing his true feelings from the image of the man he must talk about.

Mr Keating makes class funny and interesting, using different accents to make the class interesting and relatable to the kids. Rather than boring old Shakespeare, he makes the lesson relatable to what the learners like and enjoy to make it more interesting to learn.

He stands upon the desk to remind himself that people must constantly look at things in a different way from how everyone else talks and imagines Shakespeare. "The world looks different from up there," he says to the boys and he invites the boys to join him and says "when you think you know something, you have to look at it in another way. Even though it might seem silly or wrong, you must try". He says when reading you must consider what you think and not what the author thinks. He says they must strive to find their own voice. He wants them to break out and not waste time.

Mr Keatin tells the boys that in his classroom they will think for themselves, he does not want any academic scholar telling them what poetry should be or mean. They will learn to savour words and language. He also encourages them by saying "no matter what anyone tells you words and ideas can change the world".

Mr Keating once again tells them that life is about how they as a person see it and not how others interpret it. He does this by telling them they don’t read poetry because it is cute but because we are members of the human race and we have passion. And that although other jobs are necessary and noble poetry and romance are what we live for. We contribute to the world through our lives by adding verses to a poem.

He wants them to be free thinkers, not artists. He has this conversation with another teacher at dinner, this is also the teacher who walked in on him giving class.

Mr Keating involves all the learners in the classroom by asking them to read the poem. He motivates his learners to participates and rather than having them be demolished or punished for having a wrong answer, he helps them and guides them to the correct answer. He wants the learners to not only learn the work but focuses on their growth as people in their society. For example when looking at the poem he wants them to see the faces of the generation of students that went before them to realise life happens and that they should seize the day just like they learned in poem about carpe diem. They should seize the day and make their lives extraordinary.

At the beginning of the new semester, she told the learners they should each take a border bag. The bags contain the 4 books they will read the semester and she mentions that the books remind her of each of her students in some way. But before they need to take a sparkling cider and make a toast. A toast for change. From that moment every voice that told them that they can’t is silenced, and every reason that tells them things will never change disappears. And the person they were before that moment that person's turn is over now it is their turn. The students one by one came up and made a toast for change and told the class what they were going to change and their excitement to be in her class again and with the other students, showing the impact and progress she has made with the learners already.

Miss Gruwell knew the best way for the learners to learn was by being able to relate to what they are going through at home.
That is why when reading the book about Anne Frank she took the learners to the Museum of tolerance to be able to experience and see what they had to go through.

At the beginning of the tour, each of the students got a picture of a child, who they were and the camp they were sent to. At the end of the tour, you can find out if they survived. The learners were able to relate to these children by seeing the pictures of the JEWS with big noses like the picture Miss talked about during their first real class. When someone drew a picture of a black student with large lips.

They also had a dinner at the hotel where she work and invited real holocaust survivors from the museum to meet the learners so they could be able to interact with these survivors and gain more knowledge

This activity was to help them understand that each person has their own story and has to tell their own story. She gives them each a notebook to write their own stories about themselves, what they are feeling or anything they feel like writing. She tells the students they will not be marked and that she will not read them if they are not comfortable with her reading them. But she mentions she has a place for them that is sealed if they would like her to read it. By gaining trust from the learners and reading the notebooks that include them telling their stories, she is able to design her lesson specifically for her kids and to help them learn in the best way.

The teacher uses tape and makes a line in the middle of the classroom. When the teacher asks a questions and if the question applies to them they step forward on the line and when the next question is called they step back.

The following are the question that Miss Gruwell asked the students:

1. How many of you have the new snoop dog album?

2. How many of you have seen boys in the hood?

3. How many of you live in the projects?

4.  How many of you know someone a friend or relative who was or is in juvenile hall or jail?

5. How many of you have been in juvenile hall or jail for any length of time?

6.  How many of you know where to get drugs right now?

7.  How many of you know someone in a gang

8.  How many of you are gang members

9.  Stand in the line if you lost a friend to gang violence

10. Stand on the line if you lost more than one friend.

11. Stand on the line if you lost more than three.

12. Stand on the line if you lost more than four or more.

13. She asks them to pay respect and speak their name.

She does this activity with the learners to help them see that although they might seem different because of their race, families and situations that there are others who are also going through the same or even worse situations than them. By doing this she creates a curiosity within the learners to understand and accept those around them, that being the biggest problem in the classroom. By giving them this opportunity they can now see and even more relate to those around them.She want them to see for themselves what the learners they share a room with go trough.

When she visited the school the learners were able to interact and learn from her and even thank her for how she helped the Frank family. She had the opportunity to tell them about her history and what happened when Anne was taken. She had told them she read all their letters and that they were the real heroes and not herself.