Longmuir,+Jennifer



=Introduction: = I’ve always been a teacher. It started in my parents’ basement when I was about 6 years old. I would set up school scenarios with my dolls, and teach them lessons about topics I already understood. When my younger sister, Lisa, was old enough to sit still she became my fist “real student”. There was something magical about showing her new things and having her gain new knowledge because of it. I especially liked having to think of fun and exciting ways to help her to understand difficult concepts like how to tie her shoes. We needed a song and about 2 days to do it, but she mastered it! I knew then that I would be teacher- it just felt right.

=Assignment 1: = What will this course be about? Hmmm..... good question. I suspect that the course will focus on reasons for conflict and appropriate solutions to resolving conflict at different age levels. I also suspect that the course will dive deeper into exploring how people develop their core beliefs, and how these seemingly rigid, and unquestionable beliefs can be modified through education and practice of healthy thinking, and healthy conflict/resolution strategies. I think that I will be able to make many connections between this course and traditional cognitive behavioural therapy.

In this course, I would like to learn about....

1. how people develop/ learn their core beliefs. 2. how these core beliefs effect how we all see the world and all of our interactions in it. 3. how different core beliefs clash and cause conflict. 4. how to resolve conflict that "erks" your very core- this section might include strategies for conflict/resolution for different age groups 5. how the traditional school curriculum could be modified to reflect healthy conflict/ resolution practices in our schools. 6. how we, as educators, can help students to become better conflict resolvers, and to have healthy mental mindfulness.

= = =Assignment 2: Nature vs. Nurture =

 At first, the movie’s main character, Derrick, seems to be a naturally violent man. I mean, the opening scene with him chasing down and shooting 2 men on his front lawn makes him seem outright crazy- especially if you pay attention to his face when he is arrested. He seems proud of what he did! Without further reflection, one might conclude that Derrick is pure evil, and was likely born that way.
 * __//Reflection: Part 1- Nature vs. Nurture //__**

I actually think that Derrick was born good. He seems perfectly normal until the day that his father makes him think twice about the value of black people. As his father gets more heated and violent in explaining his point of view, you can see Derrick start to question his own beliefs. Flash forward a few years…...when Derrick is interviewed after his father dies…….. Here you can see a complete change in his thinking. Instead of respecting and defending black people as he once did, he accuses and blames them for all that is wrong in his world. This is an important moment in the movie because it is when you see the shift in Derrick’s core belief about race.

Derrick’s hatred toward others was learned from his father. It was also reinforced and even celebrated many times by both his mentor, Cameron, and his group of followers. Remember when the whole basketball court erupted in joyous celebration after he won the game, banishing the black players from the courts forever? These events just fed into Derrick’s core belief that people of a different race are bad, and that his race is superior.

<span style="font-family: Arial,Helvetica,sans-serif;">If hatred can be learned, then it can surely be unlearned. I see this too in the movie. Once Derrick is removed from his circle of hate, he is able to reflect on his core belief and see it for what it really is- fear and anger. With the help of Dr. Sweeny and his laundry-folding friend, Derrick is able to see the world in a different way. He soon realizes that black people are awesome and should be treated equally. He also realizes the impact that he has had on others, and vows to stop his family legacy of hatred by helping his brother to see the world from a different perspective too. = =

<span style="font-family: Arial,Helvetica,sans-serif;">The school, his teachers, his mentors and his family all had a part to play in shaping Derrick’s core beliefs about race, both when he was a violent man and when he changed.
 * __//<span style="font-family: Arial,Helvetica,sans-serif;">Reflection: Part 2- The Role of School, Teachers and Mentors //__**

<span style="font-family: Arial,Helvetica,sans-serif;">The strong influence of his father, and then his mentor Cameron, helped to shape Derrick’s hatred towards others. Like any kid, he learned this behavior from the adults around him. He soaked up the words and actions of those he trusted, and just kind of accepted it all as unquestionable truths. After years of exposure, these strongly-held, rigid and inflexible ideas became his core beliefs.

<span style="font-family: Arial,Helvetica,sans-serif;">When he is hurt in jail, Derrick is given the opportunity to reflect on his decisions and way of thinking. For the first time, he questions his core belief and realizes that he has some work to do. Luckily, Mr. Sweeny shows up to offer his help and support! Derrick soon learns to think differently, and to see the world through a different lens. This mentorship, much like the one with his father, develops Derrick’s core belief, but this time it is a healthier and happier one.

<span style="font-family: Arial,Helvetica,sans-serif;">I liked watching Derrick’s transformation. I liked seeing how his core belief shaped who he became as an adult, and I liked how his actions were a reflection of his this. Of course I especially liked the moment when Derrick was able to change his core belief and gain more control over his thinking. = = =<span style="color: #ed02f2; font-family: Arial,Helvetica,sans-serif;">Assignment 3: =

=<span style="color: #ed02f2; font-family: Arial,Helvetica,sans-serif;">Pre-Assessment: =

<span style="font-family: Arial,Helvetica,sans-serif;">A peaceable school is a safe, positive and social atmosphere. = = <span style="font-family: Arial,Helvetica,sans-serif;">Students could participate in class meetings and mediated conflict resolution exercises. I think that the kids would run these exercises themselves and for each other. I also think that kids would help to decide things democratically so that they felt a investment in the environment. = = <span style="font-family: Arial,Helvetica,sans-serif;">I am not sure what would be/would not be tolerated, but I think that the students would be part of making these rules and consequences.
 * //<span style="font-family: Arial,Helvetica,sans-serif;">What would a peaceable school or community look like? //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">What elements of communication would be included? //**
 * //<span style="font-family: Arial,Helvetica,sans-serif;">What would be tolerated and what would not be tolerated? What would the rules be? //**

<span style="font-family: Arial,Helvetica,sans-serif;">I think students would be expected to always try their best, and to be an open-minded, active participant in the classroom community.
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Would would the expectations be? //**

<span style="font-family: Arial,Helvetica,sans-serif;">Responsibilities could include any jobs that are required to keep the room running smoothly, and relationships open and positive. These jobs could change so that everyone has the opportunity to feel needed, and to feel like it makes a difference if they are there.
 * //<span style="font-family: Arial,Helvetica,sans-serif;">What would the responsibilities be? //**

= Assignment 3: =
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">If Hank came to your classroom, how would he observe the elements of a peaceable community? What evidence would he see? How would you promote peace in your community? **

<span style="font-family: Arial,Helvetica,sans-serif;">If you were to enter my 5th grade classroom, I think you would see the elements of a peaceable community woven into the framework and routines/ procedures of our environment; It is a safe, positive and social atmosphere.

<span style="font-family: Arial,Helvetica,sans-serif;">This was established at the start of the school year, with students collaboratively setting the classroom rules and creating a class motto. They sit in learning groups and are required to work together to solve problems each day. Cooperative learning allows them to learn through inquiry and discussion. This alone helps to keep our classroom a fun and positive learning envirionment. Students change tribes each month, which allows them to work with a variety of people throughout the year.

<span style="font-family: Arial,Helvetica,sans-serif;">Students also have roles, both within their tribes and the classroom. Everyone has a job and is responsible for maintaining our learning environment running smoothly. These jobs grant everyone the opportunity to feel needed, and to feel like it makes a difference if they are there.

<span style="font-family: Arial,Helvetica,sans-serif;">The other thing you would notice, should you come to my class, is how these 10 year olds treat each other in the classroom. Regular class meetings provide students with a moment to share their thoughts and to resolve any class issues. These meetings are usually run by the students and though they are scheduled each week, they can happen at any time.

<span style="font-family: Arial,Helvetica,sans-serif;">In 5th grade everything seems like a big deal, so I know that there is no learning happening if the kids are all upset about a Facebook post from last night. When something happens, we stop and talk about it right away. We practice remaining calm and factual. We practice taking responsibility for our actions and asking for forgiveness. We also practice granting forgiveness. I take the time to model many strategies and responses to “life happening” and I give the kids opportunities to practice these responses. You would be surprised how wise and kind kids can be if you just give them the opportunity and support to work out their problems.

<span style="font-family: Arial,Helvetica,sans-serif;">I think my classroom feels like a safe and happy place because the kids choose to keep it that way each day. They like how it feels to be in our classroom, and they recognize that it is only this way because every one of us chooses to make it a priority.

=<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 20px; vertical-align: baseline;">Assignment 4: =

When I started reading the reflection questions for this assignment, I started to think about a book I read a long time ago called __Freakonomics__ by Steven D. Levitt and Stephen J. Dubner. These gentlemen also wanted to know why crime suddenly dropped in US cities in the late 1980s/early 1990s. They argued that the drop in crime was due to the legalization of abortion in the 1970s. Simply put, less children were being born into unwanted, unloved, poverty-sticken families, which means that less children were growing up sad and penniless, dropping out of school and turning to a life of crime. According to Levitt and Debner, this alone led to a significant decrease in violent crimes in America.
 * Why do you think the rate of homicide violence has gone down in the last 800 years? **

I know that for the purpose of this assignment we chose to focus on homicide, but I think there is another connection that can be made here. When Ronald Regan became president of the United States, he took on the war on drugs. Soon after being elected, crime rates began to drop. We all know about the millions of dollars his government spent on flooding the streets and the borders with police, and the harsh penalties he put into place for drug crimes. But what most people don’t know is that he actually spent more money treating addiction, and educating people on being healthy- physically and mentally. Regan understood the root of the problem as being addiction rather than the drug supply, and decided to help people to change their thinking and control their addiction. Wouldn’t you know, the number of violent crimes in the US dropped. I think that Regan understood that the violent behavior was a reaction to a way of thinking. He also understood that if you are able to change the thinking, you are able to change the behavior. I believe that is what he tried to do.

I sure did! I actually got every answer wrong on the quiz. It seems that my impression of the US is that it has a lot of violence, and that the violence is always getting worse. I attribute my complete ignorance to the fact that I am Canadian, and that my only knowledge about the US, and the crime that goes on there, comes from the evening news. It always seems to be plastered with crime and tragedy, which makes me think that everyone is just a ticking time-bomb walking around with guns. Sorry. :(
 * Did you overestimate violence in the United States? **

I thought this part of the reflection was quite interesting. I was sitting around the pool with some friends and decided to quiz them and then discuss the answers. There were two Brazilians, one Canadian (me), and two Americans involved in this conversation. I was shocked to be the only one who thought that America has a lot of crime. The Americans got all of the answers right, and didn’t seem phased at all by the numbers. My two Brazilian friends just laughed and asked if I had Googled the Brazilian crime rates lately. They talked a lot about how many Brazilians want to go to live in the US because they believe it to be much safer.
 * What did your 4 subject colleagues think about violence in general? Why? **

I quickly realized that our differing opinions/ views stemmed from the fact that we all have different references for violent crime, and we have all developed our core beliefs about it based on these experiences.

I think it was a great reminder that we all see things differently. We are all interpreting life based on our own ethnocentric lens and our personal experiences. I enjoyed the conversation with my friends, and the opportunity to make connections between this lesson and a book I read a long time ago.
 * What did you think about this lesson? **

=<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 20px; vertical-align: baseline;">Assignment 5: = = Part 1: Reflection about the Amygdala =

Today I learned that the amygdala’s job is to keep us safe. It helps us to know when we are in danger, and it sends oxygen to our limbs to help prepare us for the triggered “fight or flight” reaction. Unfortunately, sending this much oxygen to our limbs leaves our brain a little foggy. This automatic response can actually hinder our thought process because less oxygen to the neo cortex means your logical thinking is shut down as well as your conscious thought and sensory perception. (1)

An interesting fact about the brain is that it cannot tell the difference between a real threat and a fictional threat. Therefore, our brain sometimes thinks we are in danger when we are not.

When our brain is overrun by emotional thought rather than logical thought, we often refer to it as being hijacked. This term was coined by Daniel Goleman (author of __Emotional Intelligence)__ to mean an immediate and overwhelming reaction. This reaction is disproportionate to the stimulation because it actually triggers a deeper core belief. (2)

Another interesting fact is that this automatic response used to be very helpful for us. When humans were more cave-like, this response helped to keep us alive- we saw a small animal and we killed it for food; we saw a big animal and we ran away to safety.

With today’s many stressors, our amygdala can be triggered through everyday situations like traffic jams, work, family etc. Dealing with a lot of unnecessary hijackings in our lives, it’s important that we learn to disarm the threat and disengage the amygdala. I learned that this can be done in 2 ways: the first is to return oxygen to the brain through deep, mindful breathing exercises; the second is to activate the neo cortex again by doing some logical thinking like counting. (3)

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; vertical-align: baseline;">Describe a time when you saw someone's brain get "Hijacked" by their Amygdala. =

Now that I am more aware of what an “amygdala hijacking” is, I feel like I can identify it all around me. And it sure does explain a lot of weird behavior!

For example, I was driving with my mother the other day when we hit a traffic jam because of an accident on the road ahead. People were merging into one lane and things were moving slowly. My mother was trying to merge lanes, but the car beside us was inching up and was “having none of it”. My mother, an otherwise perfectly normal human being with a calm demeanour, started to get upset. A few seconds later the line began to move again, so she tried to merge one more time. Again, the other car (same car) inched up so that this manoeuvre was impossible. My mother lost it, and started yelling at the other driver. Note: the window was up, so I’m pretty sure that I was the only one actually subjected to her anger.

What was even more interesting than my mother’s sudden change in attitude was that she was not really mad at not being able to merge at that specific moment, she was upset that the other car wasn’t “playing fair”. She said, “Everyone knows that in a merge one car from this line goes and then one car from that line goes.” This anger was actually stemming from her core belief that people should follow the rules, and act fairly toward one another.

The trigger in her deeply rooted belief made my mother act inappropriately in a common situation. Even when talking about it later that day, she was frustrated with the whole situation. The hormones from the amygdala hijack were still in full effect! Had I known then what I know now, we could have disarmed her amygdala with a few simple strategies. Live and learn, eh?

= Part 2: Reflection on Amy Cuddy Ted Talk: Your Body Language Shapes Who You Are =

I think it’s widely accepted as truth that body language influences behavior. When you see someone looking large and mean, you avoid them; When you need a favor from your boss, you wait until he looks like he’s in a good mood before asking.

In watching Amy Cuddy’s Ted Talk: Your Body Language Shapes Who You Are, I learned that we are influenced by our own body language. I guess I never stopped to think about it. I mean, it makes perfect sense. If our body language is influencing other people’s behaviour, surely it is influencing our own! Amy explains that when we feel powerful we appear open and large, and when we feel unpowerful we appear smaller and closed off.

Amy’s classroom observations led her to wonder if the body could change the mind. She asked, “Can we fake it until we make it?”, meaning can we train our bodies to feel more powerful by mimicking the body language of powerful-feeling people? Her study showed that people who regularly adopt powerful poses feel more powerful. She now knew that the body could change the mind.

Wanting to take it a step further, Amy wondered if striking a power pose daily could actually make a meaningful impact on one’s life; she decided to focus on job interviews. Reminded that this cognitive behavior therapy was really about a conversation between you and yourself, Amy conducted a study where her population was divided into two samples: the first sample struck power poses for 2 minutes before their interview; the second sample struck unpowerful poses for 2 minutes before their interview. Can you guess the outcome? Well, of course the people who struck the power poses were more sought after. Amy says that this is because they brought their true selves to the interview. (4)

I think this idea of power posing is awesome! I mean, why not strike a little Wonder Woman pose for a few minutes to boost the hormone levels and make me more calm and confident? I’m about to head to the Search job fair in London next week. You can be sure that I will be striking power poses daily!

=<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 20px; vertical-align: baseline;">Assignment 6: =

A conflict is when two parties have a problem between them. I believe that this is often based on a difference in core beliefs.
 * Define: (Texts, Web and personal observations are permitted.) ** **What is a conflict?**

Conflict resolution is when two parties are able to resolve the problem between them. I believe that this is often based on an understanding and acceptance of the other’s core belief.
 * What is conflict resolution? **

** Analyze one conflict that you have observed or participated in in terms of a "Hijacked Brain". This would be a conflict that started and escalated because of an emotional engagement. **
The situation I am going to describe happened in Porto Alegre, Brazil. My friend Jo and I were on our way to eat delicious ribs, and were taking a taxi to the restaurant.

I often use Easytaxi to get around because it’s so easy, and you can pay with different methods, which makes it super convenient.
 * Describe what happened in the conflict. Who was involved in the conflict, and how was the emotional engagement of the Amygdala working to hinder the conflict? **

On this day, I ordered a taxi and requested debit as my method of payment. The taxi arrived, and then took us to the restaurant. When we got there, his debit machine wasn’t working. The taxi driver got madder and madder as he tried all of our debit/credit cards in his machine. Nothing was connecting. To make matters worse, there was a line of traffic behind us so the taxi driver had to keep moving the car back and forth to allow other cars to pass. This did not help his mood. In fact, I think his amygdala shut down his neo cortex completely because there was no logic coming out of this man’s mouth.

Keep in mind that this is all happening in Portuguese, which is not my mother tongue, so I am quite quiet and polite as this increasingly aggressive man is yelling at me for more cards. After 30 minutes and all of our combined plastic, Jo and I decided to get out of the car. I mean, what were we supposed to do?

The man got out and started screaming at us in front of a growing line of people waiting for a taxi. His reaction got really ridiculous when he started grasping for solutions. Would you believe that he asked the next woman in line for the taxi to cover my cost and then I would reimburse her? His solutions were getting desperate.

I remained calm and polite. The more calm I remained, and logically I presented the facts, the more you could see the taxi driver’s face relax and his amygdala disengage. In the end, he understood that this was not my fault, and even apologized for his inappropriate reaction.

I think that there is a place for both logical and emotional thinking. In a dangerous situation, I just want the basic “flight or flight” response. I want my brain to sense the danger, and I want it to offer me the most basic solution to keep me safe. But in a more delicate situation, let’s say a fight with my best friend, I want a more emotional reaction. I want to be able to feel what they are feeling to better understand and navigate the situation.
 * Question: Do the involvement of emotions and the Amygdala always hinder conflict resolution? **

=<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 20px; vertical-align: baseline;">Assignment 7: =


 * Part 1: “I” Messages in the Classroom **

// * When you ask for help, I can see that you are taking responsibility for your own learning and it makes me happy to help you solve your problem. // I shared this “I” message with a quiet and shy student after she chose to ask for help to locate relevant information for her latest inquiry. She was nervous to tell me that she did not know how to research using the computer, and was convinced that it was too hard for her. The “I” message helped her to calm down, and to feel better about asking for help.

// * When you shout out in class, I can see that you are not thinking of your classmates’ feelings and I feel disappointed that you chose to disrespect our classroom community. // I shared this “I” message with a student during a reflection session following a disrupted math lesson. The student knew that his behavior had crossed the line that day, but I think the “I” message helped him to clearly understand that I was disappointed in his choice and not him as a person.

// * When you walk calmly and orderly in the hallway unchaperoned, I can see that you are respecting the privilege of walking unaccompanied and I feel proud to be part of our classroom community. // This was a fun one. In fifth grade, everything is a big deal. And earning permission to walk in the hallway unaccompanied is a huge deal. After their first day with their new-found hallway freedom I shared the above “I” message with my whole class. They were very proud of themselves, and were excited to walk unaccompanied in the hallway again the next day.


 * Part 2: “I” Messages for Gigi **

// Negative: // When you enter my house and take things without asking, I can see that you feel comfortable in my home, but it makes me feel like you have invaded my private space.

// Positive: // When you ask to borrow my things, I can see that you are being thoughtful to my needs and it makes me happy to be your friend.

=<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 20px; vertical-align: baseline;">Assignment 8: =

I am sharing a strategy that I made for one of my 5th grade students. She is very intelligent, but often lacks the focus and drive to complete her literacy work on time each week.

// Desired Outcomes: //
 * Completion of all expected Daily 3 (literacy) work on time
 * Remaining in the classroom during independent work time

// Motivation: // The motivation to make good choices and complete her work on time came from the student herself. She loves to help out in the kindergarden room and she takes her role as mentor seriously. In order to do what she wants, she will need to complete the work that is expected of her. If she is able to remain focused and manage her time well by staying in the room, she will easily free up some time each week to go and mentor in the kindergarden classroom.

This particular student is very competitive so I am going to put into place the opportunity for an intrinsic motivation as well. I am going to allow her to use her iphone to time how long she is able to stay focused each day. As she loves to “beat her record”, she may be encouraged to stay focused for a longer period of time. I will praise her with positive “I” messages when appropriate, and help her to see her progress as she makes it.

// Should Parents Sign the Behavior Contract? // I think parents should sign the behavior contract to communicate with the teacher that they are aware of their child’s progress and choices. This does not have to happen each day, but I think that it is important that students feel that their parents and their teacher are on the “same page”. In keeping clear and constant communication, we can all work together to help students to achieve their best.



=<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 20px; vertical-align: baseline;">Assignment 9: =


 * My test results: **

People Person: 24 Learned Expert: 23 Creative Problem Solver: 31 Practical Manager: 22

I can completely relate to my results as a creative problem solver. I absolutely love a good challenge, and I am always tinkering with fun projects. Most recently, I turned a closet into a built- in bookshelf. It’s true that I am constantly looking for a better way to do things, and that I prefer to do things my way. I also appreciate flexibility in how I complete tasks, and work best when I am given choices.

I can also relate to the not-so-pretty side of creative problem solvers. I tend to jump right into a project and not worry too much about the details. I prefer to develop a project, or a trip, as I go rather than plan it all out ahead of time. I can also be wildly stubborn when I feel like there are too many rules, or that I have no say in what I am being asked to do.

I see the benefit in knowing your own personality type, and I also see the benefit in being familiar with the qualities of other personality types. In understanding the strengths, weaknesses and needs of the other types of personalities, we are better equipped to work collaboratively and harmoniously.

= = =<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 20px; vertical-align: baseline;">Assignment 10: =

In both families, the boys are raised by men who have strong beliefs. These men try to instil these same beliefs in their boys. It is interesting to see how the two boys react differently to their father’s nurturing: one whole-heartedly accepts it, while the other stubbornly rejects it.
 * The role of nurture by the families of the two main characters, Derrick and Homer. **

Derrick is strongly influenced by his father’s rigid belief that people of different races are not only inferior, but also a danger to the evolution of the US itself. His father’s unquestionable beliefs rub off on Derrick and soon he himself becomes even more vocal and violent than his father.

Similarly, Homer grows up with a father who has strong beliefs: he values the coal mine and the life it represents for the small town. Homer sees this life as extremely limiting and cannot imagine it for himself. Even with his dad constantly lecturing and pushing his beliefs on him, Homer never does give up on the idea that he is meant to do greater things.

I wasn’t very impressed with either of the moms in these movies. If you ask me- keeping in mind that I do not have children of my own- there was a lot of “passive mothering” happening, and both of these ladies could have been doing a lot more to help their sons.
 * The role of the mother in the development of each of the two main characters Derrick and Homer. **

Derrick: This mom just made me angry. I feel like not only was she passive in Derrick’s upbringing, she was needy! I mean, what’s this laying around the house, sick all the time? I feel like she was not really involved in Derrick’s life; she just kind of let him do whatever he wanted and sat on the sidelines like, “Oh my!”. I’m sure that she didn’t like what he was doing, but maybe she didn’t know what to do, or how to help.

Homer: Ok, I’m going to give this mother credit for finally drawing up the courage to cross the picket line to stand up for her son, but I feel like even though she obviously loved Homer, and wanted him to succeed, she waited until the last minute to really support him.

These two teachers had completely different effects on their students. Mr. Murray seemed to strongly dislike Derrick, and wanted to stay as far away from him as possible. This created a toxic relationship based on negative energies.
 * The role of the teacher Murray in Derrick’s life and the role of Miss Reilly in Homer’s life. **

Miss Reilly, on the other hand, was really the mother figure I would have expected Homer’s mother to be. She was nurturing and kind. She helped Homer escape trouble many times, and always encouraged him to continue with his dreams. Miss Reilly was dedicated to helping her students find opportunities and had positive relationships with them.

Similarly to the teachers, these two principals were very different.
 * The role of the two principals in the lives of Derrick and Homer. **

I feel that Principal Turner really tried to control and limit Homer’s thinking. He was always trying to get Homer into trouble over his rockets so that he would stop “this nonesense”. He even went as far as trying to disuade Miss Riley from enouraging the boys because most of them were destined to work in the coal mine anyway. Principal Turner’s influence was a negative one.

Principal Sweeny, on the other hand, tried to open up and boraden Derrick’s thinking. Contrary to Principal Turner, he wanted Derrick to open his mind and grow. He provided guidance and support throughout the process- always checking in and closely following Derrick’s case/ progress, and even held him accountable for changing his family legacy of violence toward black people. Principal Sweeny’ influence was a positive one.

Both communities encouraged the boys to continue to think and act the way they did.
 * The role of the community in the lives of Derrick and Homer. **

Derrick surrounded himself with dangerous, violent people who just continued the loop of hatred that he was living. Having a group of followers and a powerful mentor, Derrick had all of the support he needed to become the angry, scared and violent person he was when he killed the two robbers in cold- blood.

When Derrick changed his way of thinking, he realized that he was going to have to change his community too. To stay strong, he was going to have to avoid falling back into the same lifestyle that landed him in jail in the first place. He quickly distanced himself from the other skinheads and tried to stay close to his family.

Homer’s community was reluctant to help at first, but they soon came around. I’m sure a lot of resistance came from the fact that the community respected Homer’s father greatly, and no one wanted to cross him. But soon the excitement of what Homer was doing spread like wildfire and everyone wanted to support him. Many people went out to watch the boys launch their rockets and many people also helped them to learn more about math, science, construction etc. to be able to design better rockets.

In the end, we are who we hang with. And as adults we choose this. Should we choose to surround ourselves with small-minded and violent people, then we can expect to become one ourselves. Similarly, should we choose to surround ourselves with open-minded, positive people, we can expect to become one ourselves too. In the end, it’s our choice.