Steinbring,+Collen

Hi there.

My name is Collen Steinbring. I am 32 years old and I am a Thai/American, having lived in Thailand for 30 years of my life. I have a BA in Marketing and Advertising and an MBA in International Business, both from Webster University. I am a student at Buffalo State (in Thailand, of course) and am very nearly done with the program. This is one of my last courses in the program.

I've only recently become a teacher, having taken a TEFL course in Thailand (where else?) about 2 years ago. Right after that, I taught at a Thai government school called Triam Udom Suksa Pattanakarn for almost two years and am now at a Thai private all-boys school called Bangkok Christian College. I went from teaching a class of 50 x 12 (600 students) with no A/C and limited facilities to now a class of no more than 20 x 5 (less than 100 students) in a comfortable classroom setting with very good facilities. Both present its challenges as the former I only meet a class once a week but the latter I have to teach a class 5 blocks a week and have to learn complex online learning/teaching systems. I am an English teacher by the way, but am looking to teach something else down the road (hopefully PE or other subjects in an international school).

I am into my 3rd year of marriage. I am a sports guy, having played all kinds of sports as a high schooler (Ruamrudee International School) and in university (Webster University) for my respective schools. I am also a big music fan, heavy metal in particular (the darker, more evil it is, the more I like it!).

Speaking of which, here is a pic of me a couple Halloweens ago that I really like. Makeup and all done by yours truly.



Below is a more 'acceptable' photo of my two loves in life at a night club in Bangkok on New Year's Eve..



__What do I think Conflict Resolution/Peaceable Schools should be about?__

Since we are dealing with so many people and a diverse group of them as well (admin, parents, students, other teachers, coordinators, the community, etc.), I would expect a course like this to touch on how to deal with them all while maintaining harmony as well.

1. I haven't dealt with parents as much as other teachers I know, so perhaps I would like to know how to do so (especially with a 'bad' kid who's parents won't accept that their child is 'bad').

2. I have dealt with my fair share of problem students before. I am not the disciplinarian, but some situations led me no option. How/when do we need to be one? When do we send kids to detention? I know this is a silly question for some, but there are many cases where I am just confused (two kids arguing, students name calling playfully [I have seen teachers send students to detention for much less], etc.).

3. Also, teachers have been known to be moaners and complainers. How do we deal with this in a positive light? Why do teachers feel this way?

4. I guess this comes with personal teaching style, but how do we manage classroom chaos? I don't mind students being rowdy (because I was one), as long as it is kept within the context of the lesson. But some students get left out of it.

5. This may be a cultural issue, but there seems to be conflict in schools with foreign teachers and native teachers of that country. How do we manage/limit/avoid this?


 * Assignment #2**

American History X is a film that touched upon many issues. The obvious one is racism. How does it manifest in individuals? Why does it? Can someone undo this and live an unprejudiced life after it? The film explores the hate Derek feels towards non-whites (African Americans in particular) and his gradual realization of his wrong ways while in prison, ironically through the very type of person he despised. I personally felt that the movie dramatized and glorified that part of his enlightenment a little bit too much (typical Hollywood storytelling). I personally think that in real life, he would’ve continued to hate and would’ve picked fights with African Americans during his time in prison. After all, what did he have to lose (in terms of his hardcore beliefs)? He’s already serving time. But, that is just my opinion. The focus here is his gradual change, and from his prison rape from a ‘fellow white’, it certainly played a key role in his transformation.

Despite all this, Derek has shown good and responsible qualities. He is a loving and caring brother as well as a family man. He is eventually torn between choosing his beliefs or the ones he love. He chose the latter, but it came at several prices (prison, loss of brother) because of his involvement with the former.

The nature vs. nurture part starts from the very beginning. Derek was a good-natured, yet innocent boy who looked up to his father very much. The poor kid’s path to his eventual destiny all started with his father’s discussion about African Americans in the firefighting force. When African American drug dealers eventually murdered his father, Derek’s transformation became complete. Not once did he bring it down coincidence that they happened to be African American (after all, he was in a black neighborhood), and that his father’s job was dangerous, instead, he went on a racist tirade that eventually led him to form the white supremacist group.

It didn’t take school to change Derek; it took hard time and sudden realization of hardships in prison to mold him back into the good-natured person he once was.

Derek’s brother Danny is similar to Edward Norton’s character. Danny idolized his older brother, much like Derek did to his father. He was also susceptible to receiving information the wrong way much like his prison-serving brother. The sad part about the movie was that the two brothers never had the chance to redeem themselves together. Derek’s past will continue to haunt him the rest of his life; it cost Danny his.

Connecting this movie with school (both in the film itself and in the real world) is the teacher Mr. Sweeny, who never gave up on the boys. As teachers ourselves, I feel it is our job to continually support our students, sometimes despite their (or their parent’s) views. This can lead to conflict of course, but if we believe what we are doing is for the good of the students, we just have to be diligent and continue to do what’s good for them, no matter what. Teachers will find it hard to avoid melees. We are the bridge between the admin, the parents and the students. We are also tasked with the role of middlemen whenever problems arise.

What my wife and I agreed upon was that we are born into a racist world, no matter how tolerant of other races today. Just with our eyes, we are able to observe different skin colors, and through school we learn of different races, we learn history and the racial problems that existed throughout and we are taught to be proud citizens of our country, which in turn lead to racial slurs, categorization, comments or jokes, no matter how harmless they may be. We need to be taught tolerance. So in that sense, I believe it is nature that made us racist. It is up to others, school and parents to get that out of each person’s system.

We also found it quite enlightening that Mr. Sweeny continued to support the boys. It must’ve been tough for him to see Derek spiral down the path, and we were sure that the teacher did not want to see the same for Danny. But in the end, students grow up and become adults. We as teachers have taught them what we can, it then it then up to them to decide how they want to dictate their lives.


 * Assignment #3**
 * 1) After watching American History X with a peaceable school perspective, I immediately had a few ideas spring to mind.
 * 2) Accepting and embracing other people’s ethnicity, culture and mindsets, I think, is a privilege. By incorporating an international environment for young students from the start, the kids inadvertently get to learn about other countries, other peoples and other cultures without even a lesson from the classroom. Recess will serve as opportunities for the student to learn about the world outside of theirs through play. Teachers will monitor and make sure that this gets upheld (no mocking of other’s ethnicity, skin color, etc.). In addition, students get to showcase their culture through shows and fairs, which parents can become involved in,
 * 3) As mentioned before, parents will be involved. Other than newsletters, parents will receive communication through several channels and be enquired to participate in events. In addition, a Parents Association will serve as a mediator between the school’s interests and the parent’s. The school will have flags of every student in the front of the school, to continually remind the community of its international stature. In addition, the interior design will incorporate different elements of these countries to offer a unique and truly cultural aesthetic.
 * 4) In a school like this, exchanging of ideas would certainly be tolerated. However, this could lead to inadvertent negative comments about other students’ cultural background. This will be taken into account and students will not be punished immediately, but rather taken in for a private one on one with a teacher to discuss what happened and how/why it should be avoided. Repeated offenses will of course not be acceptable. In addition, deliberate name calls based on race/ethnic background, racial slurs and other similar offenses will not be tolerated.
 * 5) The rules at this school will be like any other. Emphasis is on respect of others and their culture as well as school property. What would also be preached is that if a student expects to be treated a certain way, he/she should treat others that way first.
 * 6) There will be no exceptions to the rules. However, the school will not suspend/expel students immediately (except under extreme circumstances such as violence, vandalism, etc.). The school will review cases and offer students the opportunity to defend himself/herself and if still found guilty, put on probation with counseling.
 * 7) Students will be a part of a responsible society from the start, which in turn ‘teaches’ them to become responsible adults when they get older. The best lessons are the ones experienced outside of the classroom, and the environment at the school best replicates what an international environment is like.
 * 8) Research done. I looked at [], [] and [|http://en.wikipedia.org/wiki/Óscar_Arias].
 * 9) Speech read. Interesting look on how wars are taught and glorified as well as being engrained into a country’s society and history rather than peace.
 * 10) If I were to promote peace, I would do something similar to what Oscar Arias promoted in his speech. Instead of teaching about wars, have the students problem solve ways to prevent it and maintain the peace. This would promote teamwork, cooperation and teach students how to solve complex problems. I also like to promote teamwork and cooperation in my classroom. I think that’s a fair sign of a peaceable school. Peace is more than not having conflict. It is about sharing ideas, helping each other and embracing your peers’ presence. I am also a competitor and athlete. I like to instill friendly rivalries as well, which in turn promote teamwork\ and competitiveness that allow the students to reach their potential. Once the assignment is done, I will recap the solutions each team came up with and conclude as well as congratulating the teams toward the common goal. I believe these aspects should promote a peaceable studying environment and provide enough evidence for an observer to see.

For a long time, I always thought the United States was a violent-less country. The first impression I have of ‘first-world countries’ (including the U.S.) is that they have law-abiding citizens and their law enforcement is top notch. However, as I got older, my perceptions gradually changed. With all the news about school shootings, especially in the United States, as well as this specific country’s gun laws (and the continued refusal to abandon it); my view on the U.S. took a complete turn. Compound that with all perceptions about gangs and violence portrayed on TV, then there has to be some merit to it, right? This quiz came at an opportune time because as an American living abroad, I have lost some faith in my own country regarding this issue. I personally only got one question right (the first one) and my test subjects got anywhere between 2-4 right. Perhaps the violent incidents in the United States were only highlighted because of the media. Maybe law enforcement has done a better job enforcing violent crime. Maybe people are better educated now than before. Perhaps people are in better positions as to not resort to crime now than before. Maybe even technological advances have help deter crime before they happen. But whatever the reasons, I still think that crime in the U.S. can go down even lower.
 * Assignment #4**

When I think of interrogation, the good cop/bad cop image comes to mind. Perhaps I watch too many movies, but the point is that the interrogator(s) wants to extract some information out of an individual. Usually, there is a reward, promise of release, promise of no more time withholding the individual and/or threat involved. To compound the idea of interrogation further is the fact that some people use torture to extract information out of the individual. I personally think that this is inhumane, including the use of waterboarding. If the law enforcement or security unit thinks they are good, they should be able to get what they need without resorting to torture practices. The individual (or should I say victim) is scarred (emotionally or physically, depending on the type of torture) for life and I think too little is being done about torture. This also brings out the sadist in people and the interrogators may continue to torture even though they got the information they needed because of satisfaction or just for the heck of it.

People’s brains getting hijacked is a completely normal thing, in my opinion. It happens to us all the time, me included. I think it is a reaction that is almost considered instinct. I can recall a time when I was out with my wife shopping. Everything was fine until we started having a heated discussion to the point of arguing. It was pretty vocal, to the point of having ill feelings towards each other, but nothing malicious. We finally got home and gathered all of our shopping bags from the tuk-tuk (auto rickshaw), paid the fare and the three-wheeled taxi left. We picked up our bags and walked up into our condominium when my wife realized she forgot something in the tuk-tuk. I immediately ran for it. I’m not sure if this qualifies as my brain getting hijacked, but I didn’t even think of my actions. It just took over. And boy, did I run. I wasn’t even wearing proper sneakers, but my determination allowed me to catch up to the vehicle, almost ten seconds after my wife realized she forgot something in it. Perhaps it was also a way for me to deal with the argument in a physical manner as a male. Or perhaps it was a way for me to be apologetic and show that I can be counted on despite friction between us.
 * Assignment #5**

The Ted Talk video was interesting, but something I may have known already. We certainly can rewire or retrain our brain through our actions. We can prepare our minds and bodies for potentially stressful situations through thoughts, self-counselling or in the video’s case, through body posture. I can identify with her example about the job interviews. I feel like I do quite well in them. I partly attribute it to going in with a stress-less mind and to taking the opportunity to show them who I really am personally. Perhaps I come in with powerful poses beforehand (leaning back on the chair, widening my stances, etc.), but that may be by coincidence because I am usually like that. The interviews usually last longer than they expected and I usually get a call back. Then, after the interview and when it comes down to working, my true nature takes over. I am not really an assertive person in a workplace/office environment (it depends who I am around), but more of a soldier who does what he is told. I do take initiatives, but I am a very low-risk taker and one who plays it safe.

As a teacher, I would like to make a difference to my students in preparation for their eventual encounter with the real world. I think this video can instill some confidence in them, especially with the quieter ones. There are some really bright kids in my classes who I wouldn’t have known about their intelligence if not for the work I have to grade or through the mandatory speaking tests we have to administer. It would be a shame if these bright young minds weren’t given opportunities to shine when they are adults only because of their shy nature or negative body languages.

These are my attempts at defining the terms: There was one strange conflict resolution scenario I remembered which involved amygdala. My friends and I were celebrating our graduation from high school by going on a trip to Samui (an island in Southern Thailand in the Gulf of Thailand) together from Bangkok. There were a lot of us, probably 25 or so. Many of us were school friends, but some brought their own friends or family members from outside as well. One brought his cousin who looked like he was involved in gang activities, and judging not only from his appearance but from his stories, he probably was in one.
 * Assignment #6**
 * Conflict: to come into a difference over a topic, event or situation that is known of beforehand between two or more parties
 * Conflict resolution: the act(s) of resolving the difference over a topic, event or situation that is known of beforehand between two or more parties, with each party’s consent to the solving process

One of us had parents who owned a school, so we had access to one of their school buses, which fit us all in perfectly. We made the 9 hour trip through the night, so many of us slept through it. When we got to the pier in the morning, everyone woke up, except for one of our friend’s cousin. So, I decided to wake him up, since I was nearest to him. When he woke up, he immediately clenched his fist and raised it, as if to punch me. His cousin (our friend) explained the situation to him, that we already reached the pier and it was time to get up. It took a while, but the cousin finally apologized. I didn’t think much of it, but I attributed it to his gang background. He looked like an aggressive person to begin with and I’m sure he was involved in hostile type of situations before. Later, I found out he was bringing something valuable along and that contributed to his instinctive reaction too. All those factors combined, at first, hindered the conflict resolution aspect because I could see it in his eyes; he was content on hurting me. It took his own family member to explain the situation and calm him down.

Now that I know what amygdala is, I’m certain that it applied in that situation. In this case, it blurred the person’s conflict resolution abilities, just as I think it would to most other people. Just like two people arguing, one needs to cool down, take a deep breath and clear their minds in order to solve the conflict.

I spotted the IMessage as well (when Derrick was getting out of prison). Derrick felt very grateful for the new friend he made and knew he wouldn’t survive on his own. It is assumed that Lamont made weelings and dealings behind Derrick’s back after his prison rape in order to protect him from further trouble. It is also assumed that Derrick knew about this but did not explicitly say it to him. Derrick’s IMessage was a rewarding one, praising his efforts and actions (without literally saying it) and mentioning that it was what kept him in one piece. “Quote”
 * Assignment #7**

I tried out the IMessage (1 corrective and 2 rewarding) and these are the end results. > “Honey, when you turn on the TV this loud, it keeps me awake. I need to rest in order to have the energy to teach well the next day.” > Her response was an apologetic one and she cooperated right away. > “Honey, I just want to say that you have been keeping the noise down for a while already. I feel much more energized because of you. Thank you.” > Her response was an appreciative one and I noticed she became less confrontational whenever there engage in ‘don’t do this, don’t do that’ situations.
 * 1) (corrective) I was trying to sleep one night while my wife was watching television. I usually sleep earlier than her, because I have to wake up earlier than her for work. That night, she was watching a movie really loudly and it prevented me from going to sleep. Usually I would just go up to her and tell her to lower the volume, which usually gets a defensive reaction from her. As I approached her this time, I had this IMessage experiment/exercise floating in my head and decided to use it here.
 * 1) (rewarding) As a result, my wife had been able to keep the noise down when watching TV, perhaps remembering the IMessage I gave her. I wanted to show her how much I appreciated this fact, so it was now time to give her another IMessage, this time a rewarding one.
 * 1) (rewarding)

Here are two IMessages for Gigi.
 * 1) “Gigi, I really value my things because I invested a lot of time and money into them. I am more than happy to share them with you because you have one of the purest hearts that I know. But, when you come in and take what you want without me knowing, I get worried about them. Instead, just let me know when and what you need so I can keep track of where they are.”
 * 2) “Gigi, I’ve noticed that you have come to me every time you need something since we had that talk. I am not worried about things now, all thanks to you.”

p.s. I tried to do the extra credit assignment, but the page couldn’t be found. So, I did a Google Search and found this instead ([]), with the title “Teacher complains about students' odor”. Hope this is the one. I think the teacher has every right to be concerned about the students’ hygiene, although the way it was addressed was wrong (the confrontational manner of the letter, written and sent without the school’s or nurse’s consent, etc.). This is where an IMessage would really come in handy. If I, as a parent, received an IMessage regarding this topic, I would get the sense that the teacher actually cared about my son/daughter. However, if I got the note as it appeared in the video, I would get the impression that the teacher is venting his/her frustration on the parents. How would an IMessage regarding this topic look like? I think the letter below will not only address the issue to the parent, but also get the problem solved.

“Dear guardians of //student’s name//,

My name is Collen Steinbring, and I am //student’s name//’s teacher. I am very happy to be teaching your //son/daughter// and //he/she// has made good progress in my class. In addition to your child’s education, I also feel responsible to provide everything I can to aid in your child’s development.

It has come to my attention that //student’s name// have come to school in less than hygienic conditions. Because of this, my goal of running a happy, educational and stress-free class for all students is being disrupted. I would love for him and all students to enjoy the energetic sessions of my class. I would be more than happy to discuss //student’s name//’s condition with you any time to fix this easily fixable problem.

Thank you for your time and I look forward to hearing from you soon.”

Before the start of my class this term, I wanted to try using a contract to set the tone for my class. I wrote down the behavior rules and have each student sign it. After reading the articles and websites regarding this issue, I realized some of the faults in my initial contract. First, I will reveal it here:
 * Assignment #8**

** Classroom Contract ** ** 2014-2015 ** __ The student agrees to __ :
 * 1) 1. Come to class on time.
 * 2) 2. Listen to the teacher and other students when they speak
 * 3) 3. Treat others how they want to be treated.
 * 4) 4. Come to class prepared and bring all books and materials.
 * 5) 5. Use English in the classroom.
 * 6) 6. Hand in homework on time. Late work will have points deducted.
 * 7) 7. Turn off their phones during class.
 * 8) 8. Not to eat or drink in class.
 * 9) 9. Raise their hand if they want to answer or ask a question.


 * If I break any of these terms I'll be subject to any suitable consequences or punishment seen appropriate by the teacher. **


 * Student name: ** _____________________

__________________________
 * (signature) **


 * Date: **


 * Teacher name: ** Collen Steinbring

My original reason for creating this contract was to show the kids that I mean business and slowly reduce this ‘authoritarian’ figure image as the school year goes along. I’m generally not a strict person/teacher, but I have had classes where student took advantage of it, so I decided to make a change here. It hasn’t worked because there are too many negatives/consequences and there are also too many rules. However, I wanted to make the main rules stick out (usage of English in the class, listening to others, manners, etc.) and not omit them. The contract also came from my past experiences regarding students and behavioral problems I encountered. Many have problems listening to others, especially their peers (I am assuming it is because of the 50+ student classrooms they are regularly in they may feel like they can ‘hide’ from listening) and often fiddle around with their phones during class.

I also should have had parents involved in this process as well. I think it will help with the student behavior if the child knows that the parents have had contact with the teacher. The downside may be that I have to keep regular contacts with potentially, up to one hundred sets of parents, which will require a lot more work in addition to my teaching/planning and administrative duties.

After reading the articles, I would prefer to offer intrinsic motivation and rewards to my student rather than external rewards. I have been giving them rewards, but it is a burden on my own personal finances and students expect them for everything they do. Part of what I want to do with my students is for them to be responsible for their own actions (to also feel personally fulfilled when completing a task or doing what is right) and to not rely on outside rewards all the time.

After taking the test, I scored 26 for People Person, 24 for Learned Expert, 27 for Creative Problem Solver and 22 for Practical Manager. There are some things I agree and disagree with. I most definitely am not a manager type of person. I don’t like to order people around.
 * Assignment #9**

I think I scored too high on Creative Problem Solver, as I cannot recall the last time I solved a problem creatively. I also tend to have problems transferring my thoughts (which are pretty creative) into something tangible like a drawing or writing piece. I do go with the flow socially, but prefer to have structure in a work environment.

I do like to go on adventures (rather than just read about it) and speak my point of view on things that interest me. I also enjoy watching documentaries rather than a TV show, so I think Learned Expert is where it is.

I am also a People Person, I need to go out with friends and family in order to function, yet I do enjoy my privacy, so I believe the score reflects that. I also try to avoid conflict whenever possible, but one thing that I can’t do that the article states I should be able to is doing well in performing/visual arts. However, I am planning on learning an instrument soon.

So, what kind of person am I? I’ve always known since high school that I am a jack-of-all-trades, master of none kind of person. I never really excelled in any subject, other than PE. Even in sports, I played a lot of them well, but never being a star player in any of them. Instead, I work on the fundamentals and do a lot of that well, which translates to my adult life as well.

For this assignment, I chose to watch the movie October Sky. And let me say I was glad to have watched it. It was a very touching movie and really moved me (as an aspiring father and teacher). It is also lighter in tone compared to American History X, so it was quite a change of pace compared to the filmed I analyzed earlier on. But, there are some similarities in the ‘nature vs. nurture’ topic that was discussed earlier, as well as the roles of school, family and community that can be discussed and compared with.
 * Assignment #10**


 * 1) Derrick was too conflicted to have his family play a role in his future. Yes, he did love his family, but his devotion to his clan got him in jail. I wouldn’t put too much blame on his father (although some blame needs to be directed at him), in fact, I just think that a set of circumstances led a confused and angry Derrick to follow the path he chose for himself, as a type of vengeance mission for his father. Once he got out of jail, he wanted to make sure that his brother does not lead down the same path and to be a father-figure the family sorely missed since the passing of his father. Homer, on the other hand, faced conflicting types of love/support from his parents. His father was a tough, hard man who was narrow in his vision of what he wanted from his son. I thought he was too harsh. But it was that toughness that inspired Homer and got him to where he will eventually end up as: a college graduate, a rocket scientist, a NASA engineer and an honorable Vietnam veteran. His mother was supportive and the voice of reason in the family. Homer wouldn’t be the decorated man that he is now without her as well. He didn’t have the same type of brother-brother relationship that Derrick had, but that relationship to me, was not as important as the one he had with his father and mother. But eventually, his brother supported him.
 * 2) I think the mothers were pretty similar to each other, both being married to loving blue-collar men and parents to great kids. What was also similar was that (in my opinion) they were influential voices who a difference to their children when it mattered (Homer’s mother influencing her husband to get the parts he needed for the science fair and Derrick’s mother, although in a fit of rage, mentioning her shame towards Derrick’s actions at the dinner table [which inadvertently led to the chain of events landing Derek in prison and his redemption] but still continually supporting him while in jail). Both mothers went through a lot for their sons.
 * 3) The teachers played very different roles in the boys’ lives in each movie. Teacher Murray was a symbol of hate to Derrick. Not only was Murray Jewish, he also argued against the troubled boy and at the same time, was seen as an intruder to their family (by being his mother’s boyfriend). That argument at the dinner table revealed Derrick’s confusion even more and his reasoning and logic got blurred because of it. I think Murray could’ve done a better job trying to help Derrick instead of running away. Eventually, another teacher of his, Dr. Sweeney, who is another symbol of hate according to Derrick’s eyes, didn’t give up on him and eventually helped him. Homer’s teacher was a true inspiration to me. She allowed the boys to continue pursuing their dreams, even though the principal and the community did not support them at first. I truly can’t wait for the day when my student(s) would thank me because they felt inspired by my words and teachings.
 * 4) I mentioned Dr. Sweeney earlier in number 3, so I will just mention about Homer’s principal instead. He was quite the opposite of Derrick’s, who do not see potential in his students but instead is just content to let things stand as they are (as most of the kids before become involved with the coal mine somehow). Only after thorough convincing (in regards to the fire) and that the Rocket Boys’ ambition is being realized did he jump on board the bandwagon and show support. Derrick needed his principal to show him the way, as he proved to Derrick that his view of race is too narrow but Homer already had other people supporting him in different ways. In fact, I think the principal’s reluctance to support the boys only drove them to reach their potential.
 * 5) Finally, the community helped shape the future of Derrick and Homer. The former saw the community as being a battleground to rid it of immigrants and non-Whites. He felt betrayed by the community as well for employing non-Whites in the place of those who have worked at the positions for a long time. He felt like he was doing a favor for the community, when in fact, it was a multi-racial town. Derrick ended up where he was not because of the community, but of his beliefs. Homer’s situation saw the community’s gradual acceptance of what he and the boys want to achieve. As with anybody trying something new, it was met with skepticism from the people in the coal-mining town, but their perseverance won over the people, including his father. Homer achieved what he did with help from the town’s citizens, and he rightfully gave them credit for his achievement towards the end of the movie. As with a previous class on this course concerning community, a good one can surely inspire people, help make things better/easier and provide young minds with the right environment to fulfill their potential.