WEBVTT 00:00:00.000 --> 00:00:05.666 [HF8449 Jordan Paul: one teacher's approach. 1971, Length: 00:22:22, B/W, Sound. 00:00:05.666 --> 00:00:10.599 This Beta SP was duplicated from a 16 MM Answer Print by BonoLabs for the National Library of Medicine, April 2015.] 00:00:10.600 --> 00:00:30.633 [Film leader and countdown] 00:00:30.633 --> 00:00:33.833 [Music] 00:00:33.833 --> 00:00:44.566 [Jordan Paul: One Teacher's Approach] 00:00:44.566 --> 00:00:47.899 [Jordan Paul narrating:] The overwhelming feeling that students keep giving to me 00:00:47.900 --> 00:00:52.233 about their experience in school, and about their experience in their life, is that nobody cares. 00:00:52.233 --> 00:00:55.499 Nobody really cares enough to get involved withthem. 00:00:55.500 --> 00:00:59.866 They may care about whether they're learning the subject matter or not, whether they're 00:00:59.866 --> 00:01:03.566 teaching them well enough, but they’re not caring about them as an individual, 00:01:03.566 --> 00:01:07.299 what they're going through. 00:01:07.300 --> 00:01:09.333 [Mr. Paul:] What you're most worried about, you're worried about him 00:01:09.333 --> 00:01:11.366 getting addicted to speed again. 00:01:11.366 --> 00:01:12.232 [Young Woman:] Yeah. 00:01:12.233 --> 00:01:13.999 [Mr. Paul:] And that's what’s really scaring you. 00:01:14.000 --> 00:01:17.333 [Young woman:] That I don't want it to happen.[Mr. Paul:] And, and, you told him this? 00:01:17.333 --> 00:01:18.699 [She nods.] 00:01:18.700 --> 00:01:20.233 And what does he say? 00:01:20.233 --> 00:01:25.633 [Young Woman:] He just says, like any answer,like um "Don't worry I won't I won't, 00:01:25.633 --> 00:01:33.199 I just need a little help to get through the day because um I get so tired. 00:01:33.200 --> 00:01:35.400 You know school really gets me down." 00:01:35.400 --> 00:01:38.500 And I just go, "Well, Caleb it shouldn't." 00:01:38.500 --> 00:01:41.733 I try and talk to him. 00:01:41.733 --> 00:01:45.399 If he does love me he will care. I think he will anyway. 00:01:45.400 --> 00:01:47.866 He'll care about what I feel inside. 00:01:47.866 --> 00:01:50.532 [Mr. Paul:] Do you think that he'd be willing to come with you together 00:01:50.533 --> 00:01:52.099 and the three of us could talk? 00:01:52.100 --> 00:01:56.000 Or maybe find out if something is bothering him. 00:01:56.000 --> 00:01:58.933 [Young Woman:] I'd ask him, but he might resent it. You know? 00:01:58.933 --> 00:02:01.033 [Mr. Paul:] Yeah, he doesn't know me at all.[Young Woman:] Yeah. 00:02:01.033 --> 00:02:02.399 [Mr. Paul:] Of course you don't know me either. 00:02:02.400 --> 00:02:06.800 [Young Woman:] Yeah but like I've heard about you and you're a really good teacher 00:02:06.800 --> 00:02:09.866 and you understand people that, you know, that's why I came to you. 00:02:09.866 --> 00:02:16.332 [Mr. Paul:] You know, I try, but mainly I would really like to try and get him to understand himself 00:02:16.333 --> 00:02:17.599 and what is happening. 00:02:17.600 --> 00:02:19.633 And to, I mean that's a pretty big thing. 00:02:19.633 --> 00:02:24.099 At this point he's saying in essence I'd rather take drugs than be involved with you 00:02:24.100 --> 00:02:27.466 and we're not gonna get too far until we get him involved. 00:02:27.466 --> 00:02:33.266 You know, and even if it’s not today, if it’s sometime this weekend, or tonight, or late afternoon, 00:02:33.266 --> 00:02:34.832 or whenever. 00:02:34.833 --> 00:02:41.099 [Speaker at front of auditorium:] Terms such as tolerance, habituation, and physical dependence are probably the keys 00:02:41.100 --> 00:02:45.533 to why people get hung up with drugs. 00:02:45.533 --> 00:02:52.433 Tolerance is a situation where an individual takes a drug over a long period of time 00:02:52.433 --> 00:02:56.266 and as a result of taking that drug over a long period of time he requires... 00:02:56.266 --> 00:03:00.632 [Mr. Paul narrating:] My idea that no one approach is going to be right for all the kids in that class 00:03:00.633 --> 00:03:02.933 so there's a lot of different things that I try. 00:03:02.933 --> 00:03:09.899 And one of them is that lecture and uhh one of them would be having a guest speaker. 00:03:09.900 --> 00:03:14.266 Somewhere in the back of my mind I have a feeling that maybe for some kids this is 00:03:14.266 --> 00:03:17.699 a valuable thing and it might work for some kids. 00:03:17.700 --> 00:03:19.533 The kids who are most turned off to it seem to be the kids 00:03:19.533 --> 00:03:21.833 who are most heavily involved with drugs. 00:03:21.833 --> 00:03:28.699 The kids who really enjoy that lecture many times are the intellectual kids who are not very hung up 00:03:28.700 --> 00:03:30.400 with drugs anyway. 00:03:30.400 --> 00:03:35.166 But I think really, when I think about, it's uhh the kids who probably don't need to hear it 00:03:35.166 --> 00:03:36.832 in terms of their drug involvement. 00:03:36.833 --> 00:03:41.866 [Speaker:] What is in this kit is simply a display of the various items. 00:03:41.866 --> 00:03:47.199 These assimilate the color pretty well, but I looked at this and I noticed that really 00:03:47.200 --> 00:03:51.933 the colors aren't exactly what they really are in uh the true capsule form. 00:03:51.933 --> 00:03:57.999 If you'd like to see the kit, do come up. 00:03:58.000 --> 00:04:01.100 [Mr. Paul:] We are going to assume as I've talked about for those who weren't here, 00:04:01.100 --> 00:04:04.666 we're going to assume that the drug is legal. 00:04:04.666 --> 00:04:11.799 If it was available to you, what would be the criteria that you would use to make a decision 00:04:11.800 --> 00:04:18.133 as to whether this is um a good thing for you to do or not. 00:04:18.133 --> 00:04:20.399 Now you're all to make a choice. 00:04:20.400 --> 00:04:25.100 You may change your mind at any time during the debate and tomorrow if you would like 00:04:25.100 --> 00:04:27.100 you can change sides of the room. 00:04:27.100 --> 00:04:32.033 Now my tendency is, and it’s a bad tendency, that I want to get involved in it. 00:04:32.033 --> 00:04:37.633 Because I tend to do these kinds, I tend to be involved too much in these kinds of things. 00:04:37.633 --> 00:04:41.799 Okay, would anybody like to start uhh to talk about why, let’s see this 00:04:41.800 --> 00:04:43.433 if the negative outweighs the positives. 00:04:43.433 --> 00:04:44.133 Kim. 00:04:44.133 --> 00:04:49.999 [Kim:] Okay, well I feel that life, you only need to go through it once. 00:04:50.000 --> 00:04:55.033 And there's so much to do in life, there's so many things to do and I don't think that taking pot 00:04:55.033 --> 00:04:58.699 is helping you to experience all the things that you can do. 00:04:58.700 --> 00:04:59.666 [Mr. Paul:] Paris. 00:04:59.666 --> 00:05:02.766 [Paris:] I've smoked dope before. I didn't like it. 00:05:02.766 --> 00:05:08.766 Umm it didn't give me any thrills or anything, I've had more fun not loaded. 00:05:08.766 --> 00:05:12.466 [Young Man:] You people that like, disagree with marijuana, 00:05:12.466 --> 00:05:15.332 you seem to be really concerned about it, you know? 00:05:15.333 --> 00:05:18.599 But I think you should just mind your own business because I don't give a hoot about 00:05:18.600 --> 00:05:19.933 you guys playing football. 00:05:19.933 --> 00:05:24.099 [Mr. Paul:] Now hold on, hold a minute. Nobody is saying... I don't think... 00:05:24.100 --> 00:05:26.700 All right wait a minute. One of the things. 00:05:26.700 --> 00:05:28.300 Wait, let me make this clear in the debate. 00:05:28.300 --> 00:05:33.433 One of the reasons I phrased the question the way, in the way I did is because nobody 00:05:33.433 --> 00:05:36.899 is sitting over here telling you what to do or what not to do. 00:05:36.900 --> 00:05:40.800 They're sitting over here or you're sitting over here because you've made a decision 00:05:40.800 --> 00:05:41.666 for yourself. 00:05:41.666 --> 00:05:42.766 That's all. 00:05:42.766 --> 00:05:46.332 And all we're doing now is looking at what went into making up that decision. 00:05:46.333 --> 00:05:48.866 But nobody is telling you that you shouldn't or should do this 00:05:48.866 --> 00:05:51.099 and you shouldn't tell them they should or shouldn't do it. 00:05:51.100 --> 00:05:53.300 All I would say is be consistent. 00:05:53.300 --> 00:05:57.600 If you're concerned with what you put in your body, then be concerned with what you put in your body 00:05:57.600 --> 00:06:00.233 in all walks of life. 00:06:00.233 --> 00:06:02.333 Everything. 00:06:02.333 --> 00:06:05.699 But don't tell me you're concerned with air pollution and I see you smoking a cigarette 00:06:05.700 --> 00:06:06.866 or a joint. 00:06:06.866 --> 00:06:08.432 That's hypocritical. 00:06:08.433 --> 00:06:10.533 [Young Man 2:] If you say that you're against the oil companies making pollution, 00:06:10.533 --> 00:06:14.266 that's affecting everybody, everyone's gonna suffer from that. 00:06:14.266 --> 00:06:17.366 But when you smoke a cigarette or something, that's your own decision based on what you want. 00:06:17.366 --> 00:06:21.899 And you can still, you might hate yourself, you might, you know I'm not saying this is good, 00:06:21.900 --> 00:06:26.200 but you might say you know I don't really care about myself, I'm no good you know, this person might need help. 00:06:26.200 --> 00:06:26.900 [Mr. Paul:] You're right. 00:06:26.900 --> 00:06:30.600 [Young Man 2:] Still he might say that, but he might still care about other people... 00:06:30.600 --> 00:06:34.900 [Mr. Paul:] I accept that as an exception to what I just said, you're right. 00:06:34.900 --> 00:06:37.666 It's not purely hypocritical. 00:06:37.666 --> 00:06:42.799 [The bell rings and students scramble out of the classroom.] 00:06:42.800 --> 00:06:43.933 [Young Man:] They sound like a bunch of missionaries. 00:06:43.933 --> 00:06:45.999 [Mr. Paul:] I didn't hear that at all. 00:06:46.000 --> 00:06:49.066 [Young Man:] I think the reason maybe I smoke is because I'm bored, you know. 00:06:49.066 --> 00:06:51.599 I don't got too many friends you know? I've gotnothing to do. 00:06:51.600 --> 00:06:54.166 [Mr. Paul:] That's sad. 00:06:54.166 --> 00:06:56.432 [Young Man:] Yeah maybe but at least I'm happier. 00:06:56.433 --> 00:07:00.466 [Mr. Paul:] I don't know, I, I, I think it's sad to have me hear you say that, 00:07:00.466 --> 00:07:03.399 I mean I don't see you as a happy person. 00:07:03.400 --> 00:07:09.033 You say "I'm happy" but what I'm saying is that, if you see things this way that maybe, 00:07:09.033 --> 00:07:14.866 maybe if these people see it this way that it's possible to, to find out. 00:07:14.866 --> 00:07:18.366 How they're accomplishing what they are and maybe it's possible for you. 00:07:18.366 --> 00:07:21.132 Sitting home and getting high in your room, you'renever going to find it. 00:07:21.133 --> 00:07:21.899 I mean, that's sad. 00:07:21.900 --> 00:07:26.600 That's like to me the alcoholic who will sit around on skid row and get drunk. 00:07:26.600 --> 00:07:29.100 Now I don't see him as being a very happy person. 00:07:29.100 --> 00:07:31.000 But there are other possibilities. 00:07:31.000 --> 00:07:33.400 There are ways to get out of your boredom, there are ways to do things. 00:07:33.400 --> 00:07:37.466 That's one of the things we're going to talk about on Wednesday and Thursday, is alternatives. 00:07:37.466 --> 00:07:39.466 That there are ways to go. 00:07:39.466 --> 00:07:42.099 [Young Man:] I mean like, you know, what is there, sports? 00:07:42.100 --> 00:07:43.300 That's aggressive. 00:07:43.300 --> 00:07:44.366 [Mr. Paul:] No. 00:07:44.366 --> 00:07:45.432 [Young Man:] I think it is. 00:07:45.433 --> 00:07:50.166 [Mr. Paul:] No, I'm agreeing with you, but that's not an only way to go. 00:07:50.166 --> 00:07:51.332 There are many ways to go. 00:07:51.333 --> 00:07:53.166 There are many alternatives. 00:07:53.166 --> 00:07:54.699 [Young Man:] Well, I like reading books. 00:07:54.700 --> 00:07:55.833 [Mr. Paul:] Okay. 00:07:55.833 --> 00:07:56.866 [Young Man:] You know, that's... 00:07:56.866 --> 00:08:01.332 [Mr. Paul:] You talk about friends, you talk about, you know, you don't have friends 00:08:01.333 --> 00:08:03.199 so that's part of what we're going to talk about. 00:08:03.200 --> 00:08:05.200 Because I think people can help. 00:08:05.200 --> 00:08:05.733 [Young Man:] Yeah. 00:08:05.733 --> 00:08:09.166 [Mr. Paul:] People isa great substitute for drugs, for loneliness, and for boredom. 00:08:09.166 --> 00:08:12.366 So then the question is how do you go about finding them? 00:08:12.366 --> 00:08:14.999 And that's what we're going to talk about on Wednesday and Thursday. 00:08:15.000 --> 00:08:17.066 Those alternatives. 00:08:17.066 --> 00:08:19.499 [Young Man:] Okay, I'll see you around. 00:08:19.500 --> 00:08:22.866 [Mr. Paul:] He was willing to put down anything anybody over here said, 00:08:22.866 --> 00:08:28.732 but in one minute of talking with him individually, and if I can follow up on that now I think I can get him 00:08:28.733 --> 00:08:31.999 to the point where his mind is a little more open... 00:08:32.000 --> 00:08:34.433 Because nobody has ever said to him there are alternatives, 00:08:34.433 --> 00:08:37.466 that you don't have to sit home and be bored, and miserable, and lonely. 00:08:37.466 --> 00:08:40.999 People have said you don't have to do it but they've never really helped him 00:08:41.000 --> 00:08:43.800 to go about finding how to do it. 00:08:43.800 --> 00:08:48.766 [Film narrator:] If you become a pothead you risk blowing the most important time of your life. 00:08:48.766 --> 00:08:50.132 Your teen age. 00:08:50.133 --> 00:08:55.833 That unrepeatable time for you to grow up and to prepare for being an adult 00:08:55.833 --> 00:08:59.999 that can handle problems and make something meaningful out of life. 00:09:00.000 --> 00:09:05.833 You're the generation with the brain power and the opportunity to do more for the human beings 00:09:05.833 --> 00:09:09.933 of this world than any other generation in history. 00:09:09.933 --> 00:09:16.299 Let’s hope that your teenage children don't have too much criticism about what you did 00:09:16.300 --> 00:09:19.666 or didn't do because you were on pot. 00:09:19.666 --> 00:09:20.466 [Mr. Paul:] Liz. 00:09:20.466 --> 00:09:25.466 [Liz:] Well I think that if the film presents too negative of an idea, 00:09:25.466 --> 00:09:28.066 the kids are going to think that there is something that they're leaving out. 00:09:28.066 --> 00:09:29.432 [Young Woman:] That was so stupid. 00:09:29.433 --> 00:09:32.766 You see all these guys, they're shooting their heroin all blue in the face and stuff 00:09:32.766 --> 00:09:33.899 and you know that's wrong! 00:09:33.900 --> 00:09:35.766 But if you can't believe that, what can you believe? 00:09:35.766 --> 00:09:36.932 You can't believe any of the films. 00:09:36.933 --> 00:09:40.999 And if all the information is wrong then you can go out and take it 'cause there's nothing wrong with it. 00:09:41.000 --> 00:09:44.600 [Mr. Paul:] So if there's one part of the information that's false, then the assumption is that... 00:09:44.600 --> 00:09:45.900 [Young Woman:] ...research 00:09:45.900 --> 00:09:47.900 [Mr. Paul:] ...there must be other things that's false. [Young woman:] Yeah. 00:09:47.900 --> 00:09:51.300 But you can believe your friends because they've taken it and you know they have. 00:09:51.300 --> 00:09:53.000 And they say it’s good. 00:09:53.000 --> 00:09:53.700 [Mr. Paul:] Yeah, go ahead Bruce. 00:09:53.700 --> 00:09:58.033 [Bruce:] If people are educated on drugs and everything, 00:09:58.033 --> 00:09:59.833 there isn't that element of the unknown. 00:09:59.833 --> 00:10:01.433 They know what's gonna happen. 00:10:01.433 --> 00:10:03.666 [Robin:] But you can't educate an experience. 00:10:03.666 --> 00:10:08.266 [Mr. Paul:] Hopefully people can learn from other people's experiences, but the question 00:10:08.266 --> 00:10:15.566 that Robin raised, that's always been a troubling thing for me also is uhh, are the people who are 00:10:15.566 --> 00:10:22.132 most likely to get into trouble with drugs uhhh, who we'd most like to influence, 00:10:22.133 --> 00:10:26.599 the people who will be least influenced by the approach that we take to drug education. 00:10:26.600 --> 00:10:30.933 [Young woman 2:] I think that if all the misconceptions were cleared up right in our class, 00:10:30.933 --> 00:10:36.433 and everyone wouldn't take drugs anymore, but don't you think that some people 00:10:36.433 --> 00:10:39.599 who went off drugs in lots and lots, wouldn't they go to something else? 00:10:39.600 --> 00:10:43.766 Things completely different from drugs, to get like their kicks or whatever you call it. 00:10:43.766 --> 00:10:46.899 [Mr. Paul:] So then that's really saying something about what we're really lacking 00:10:46.900 --> 00:10:49.433 in this whole thing of drug education. 00:10:49.433 --> 00:10:54.599 Perhaps we're not really getting to the real underlying causes of why people use drugs 00:10:54.600 --> 00:10:56.700 and really helping them deal with that. 00:10:56.700 --> 00:11:00.866 But how about a positive alternative, something that you can do if you're lonely, if you're scared, 00:11:00.866 --> 00:11:07.166 if you're bored, if there's all kinds of things that may be happening in your life that may lead to drugs. 00:11:07.166 --> 00:11:10.666 What about helping people get involved with some possible things that can 00:11:10.666 --> 00:11:13.266 really deal with those problems. 00:11:13.266 --> 00:11:17.399 I could grab onto somebody else in a relationship and I could be involved with that person 00:11:17.400 --> 00:11:20.233 and hang on to that person and not let them go. 00:11:20.233 --> 00:11:25.633 And delude myself into thinking I was in love when I was really just lonely and depressed, 00:11:25.633 --> 00:11:27.999 and alienated, and scared. 00:11:28.000 --> 00:11:33.166 And I could do that for the same motivation that someone might use dope. 00:11:33.166 --> 00:11:38.266 [Mr. Paul narrating:] The big quarrel I have with many kids is that I am an authority figure, teacher. 00:11:38.266 --> 00:11:41.632 And they've learned to suspect teachers and those in authority. 00:11:41.633 --> 00:11:46.799 So we have to spend a great deal of time building a relationship before anything meaningful 00:11:46.800 --> 00:11:48.266 can start to happen. 00:11:48.266 --> 00:11:53.599 Sometimes the resistance is so great that I never get through. 00:11:53.600 --> 00:11:55.666 [Mr. Paul:] I told her I was sorry for what had happened. 00:11:55.666 --> 00:11:58.899 I really felt that we could handle the situation, she and I, 00:11:58.900 --> 00:12:01.433 and that we didn’t have to involve you or anybody else. 00:12:01.433 --> 00:12:05.799 And I asked her if she wanted to get together and talk and she said yeah okay, 00:12:05.800 --> 00:12:07.000 ask me sometime again. 00:12:07.000 --> 00:12:08.700 Well, that's the last time I saw her. 00:12:08.700 --> 00:12:10.100 That was a week ago. 00:12:10.100 --> 00:12:12.700 I see her every day on campus, I talk to her. 00:12:12.700 --> 00:12:14.666 I say you know, are you gonna come to class? 00:12:14.666 --> 00:12:16.966 She says "Aw no I don't think so. I don't know." 00:12:16.966 --> 00:12:21.866 And we say hello every day in passing and I haven't seen her in class in a week. 00:12:21.866 --> 00:12:24.466 [Vice Principal:] From what I know, like you mentioned Linda's [?] name, 00:12:24.466 --> 00:12:30.399 to anybody on campus and even all of her peer group goes, "Oh my God. Not her again, she's in trouble again." 00:12:30.400 --> 00:12:34.900 And she's been cutting every single class extensively since the beginning of the semester. 00:12:34.900 --> 00:12:40.566 [Mr. Paul:] But you know I'm not convinced that there is nothing we can do with Linda. 00:12:40.566 --> 00:12:45.866 If we can get to her and like, I don't know if I can get to her because she's pretty well angry 00:12:45.866 --> 00:12:53.666 and turned off to me, but uh, but I had the feeling when we talked that she wasn't as turned off 00:12:53.666 --> 00:12:56.666 as she would've, as her image, as she would've liked to come off. 00:12:56.666 --> 00:13:00.332 Okay well, I'm just gonna wait until she shows up again and when she does I'm going to see 00:13:00.333 --> 00:13:04.433 if we can, if I can set up something with her to talk with her alone. 00:13:04.433 --> 00:13:28.033 [A band plays music outside on the school grounds.] 00:13:28.033 --> 00:13:32.699 The concept of the teacher's role is, but in terms of our involvements with students, 00:13:32.700 --> 00:13:37.600 there seems to be an unwritten law that stops when the bell rings for the end of school, that that stops during lunchtime, 00:13:37.600 --> 00:13:43.233 that our involvement is just on a teacher-student relationship in the classroom. 00:13:43.233 --> 00:13:47.333 And we'll take papers home, we'll make tests up, but we won't take a kid home, 00:13:47.333 --> 00:13:52.066 or we won't stay after school or take a lunch period very often. 00:13:52.066 --> 00:13:57.532 I mean, once in a while maybe but not on any kind of a regular basis. 00:13:57.533 --> 00:14:14.166 [Band continues playing.] 00:14:14.166 --> 00:14:15.532 Now we'll lock arms. 00:14:15.533 --> 00:14:20.333 [Everyone gathers in a circle.] 00:14:20.333 --> 00:14:23.966 And you're, what you're going to try to do is get out. 00:14:23.966 --> 00:14:26.332 You have to break out. 00:14:26.333 --> 00:14:40.766 [The boy in the middle fights to break out of the circle. Sounds of scuffling and a barking dog.] 00:14:40.766 --> 00:14:42.366 Go sit down so we can talk. 00:14:42.366 --> 00:14:44.266 [Young Man:] It irritates me to be caged in. 00:14:44.266 --> 00:14:47.766 It's like a, it's like a game. 00:14:47.766 --> 00:14:50.499 I felt that you were making a kind of game, and I was a victim of a game. 00:14:50.500 --> 00:14:51.933 I don't like that. 00:14:51.933 --> 00:14:53.199 [Mr. Paul:] It seemed to me you didn't think about it. 00:14:53.200 --> 00:14:56.366 Your reaction was immediate that you were going to use force and that was it. 00:14:56.366 --> 00:14:57.966 [Young Man:] That's true, yeah. 00:14:57.966 --> 00:15:01.666 [Mr. Paul:] I've always felt that there's a level between what the psychiatrist has to deal with 00:15:01.666 --> 00:15:05.266 in his office, which may be some really deep-seated serious problem, 00:15:05.266 --> 00:15:07.966 and the typical problems that kids are having, 00:15:07.966 --> 00:15:12.166 that if dealt with by teachers, probably wouldn't develop into those serious problems. 00:15:12.166 --> 00:15:13.366 And we can meet a lot of those needs. 00:15:13.366 --> 00:15:15.499 [Young Man:] You know. It's like my parents can control me. 00:15:15.500 --> 00:15:19.633 You know, can control me.They are above me. 00:15:19.633 --> 00:15:23.566 [Young Woman:] How can they control you? 00:15:23.566 --> 00:15:31.266 [Young Man:] I don't know, they can make demands, threaten, there is a number of ways. 00:15:31.266 --> 00:15:36.399 [Mr. Paul:] People don't have control over you now as much as they did, not nearly as much. 00:15:36.400 --> 00:15:47.300 So you can start behaving a little bit more appropriately for the situation. 00:15:47.300 --> 00:15:50.733 [Mr. Paul narrating:] What my life has been in the last few years has been balancing 00:15:50.733 --> 00:15:55.366 what I can do here with kids, and what I have to do to be a husband and a father 00:15:55.366 --> 00:15:57.999 and to meet the needs of my wife and children. 00:15:58.000 --> 00:16:03.133 And for a while uhh, I was pulling away from my family just you know like, 00:16:03.133 --> 00:16:05.599 I characterize it as saving the world. 00:16:05.600 --> 00:16:08.133 You know, this kid and that kid, everybody had problems and I was getting involved 00:16:08.133 --> 00:16:12.866 and I was really, you know, I was doing good things, but my marriage was disintegrating. 00:16:12.866 --> 00:16:17.966 And when my wife finally was able to hit me over the head with that concept, 00:16:17.966 --> 00:16:22.766 I finally woke up to the fact that you know, what's going on here in my home is the basis. 00:16:22.766 --> 00:16:26.866 And that's got to be where it's at. It's really hard to keep perspective. 00:16:26.866 --> 00:16:33.299 I guess is what I'm saying. 00:16:33.300 --> 00:16:37.966 [Student Teacher:] As a student-teacher, I think a master teacher in teaching is so important. 00:16:37.966 --> 00:16:41.799 The last experience I had was, you know, was something that almost 00:16:41.800 --> 00:16:44.433 made me decide to quit teaching. 00:16:44.433 --> 00:16:48.899 I was so stifled in what I really could do and I had to have everything, you know, 00:16:48.900 --> 00:16:53.200 set up as far as classrooms, 00:16:53.200 --> 00:16:55.000 where it had to be in rows. 00:16:55.000 --> 00:16:58.100 Where you really couldn't get close and involved with the kids. 00:16:58.100 --> 00:17:01.700 You had to have uh, books they had to be assigned to. 00:17:01.700 --> 00:17:05.433 And they had to have chapters to read every week. 00:17:05.433 --> 00:17:08.866 You know, and the, the roll had to be taken every day. 00:17:08.866 --> 00:17:14.299 Which I, you know you should take roll but I think the point where you're reprimanded afterwards 00:17:14.300 --> 00:17:22.633 if you don't take roll or if you don't start the minute the bell rings is ridiculous. 00:17:22.633 --> 00:17:26.266 [Mr. Paul:] Come on in. 00:17:26.266 --> 00:17:27.432 How you doing? 00:17:27.433 --> 00:17:33.933 [Sounds of students walking into building.] 00:17:33.933 --> 00:17:36.466 How are you? 00:17:36.466 --> 00:17:37.899 Good. 00:17:37.900 --> 00:17:41.566 In this vast campus of three thousand people there are many people 00:17:41.566 --> 00:17:43.832 who feel like they don't know anybody. 00:17:43.833 --> 00:17:44.899 They feel alienated. 00:17:44.900 --> 00:17:47.900 And uh, I think that's the appeal of this kind of thing. 00:17:47.900 --> 00:17:50.900 That maybe doing things to get people to break the ice, 00:17:50.900 --> 00:17:52.933 to get people more involved with each other. 00:17:52.933 --> 00:17:57.699 I've done this kind of thing before in class and the reaction is you know, the people who have 00:17:57.700 --> 00:18:00.900 an involvement like that tend to feel closer to each other. 00:18:00.900 --> 00:18:04.600 Yeah. 00:18:04.600 --> 00:18:05.566 Sue. 00:18:05.566 --> 00:18:07.132 [Sue:] Can we do something like that, do you think? 00:18:07.133 --> 00:18:10.566 [Mr. Paul:] Um, well we could do something like that. 00:18:10.566 --> 00:18:12.999 Uhh, on a voluntary basis. 00:18:13.000 --> 00:18:14.766 Those who want to. 00:18:14.766 --> 00:18:17.666 I can do a very simple kind of thing. 00:18:17.666 --> 00:18:21.466 Not as threatening, perhaps as the things they did in the film. 00:18:21.466 --> 00:18:28.032 If one of the primary reasons that people go to drugs is alienation, is a need for contact, 00:18:28.033 --> 00:18:33.233 is a need for involvement, than this kind of thing, not in and of itself, one time, 00:18:33.233 --> 00:18:34.733 that's not going to replace it. 00:18:34.733 --> 00:18:41.666 But if you can, if people can start to become involved with each other this way uhhh, they're 00:18:41.666 --> 00:18:44.832 they're saying that this may be an alternative to using drugs. 00:18:44.833 --> 00:18:49.633 Those who do not wish to be involved can remain in the classroom, 00:18:49.633 --> 00:18:51.799 and I don't think it's fair to the people outsideto have you 00:18:51.800 --> 00:18:54.400 standing around and gawking at them. 00:18:54.400 --> 00:19:01.166 So if you'll stay in the classroom and, you know, read or you know, do whatever you want to do. 00:19:01.166 --> 00:19:11.999 [Sounds of students moving around and out of the classroom.] 00:19:12.000 --> 00:19:18.866 To begin with, we're just going to walk around with each other and uhh, and shake hands. 00:19:18.866 --> 00:19:23.766 Get around to as many people as you can, non-verbally, no laughing. 00:19:23.766 --> 00:19:34.632 [Sounds of greeting as students make contact with each other.] 00:19:34.633 --> 00:19:37.299 Okay, now find the hand of somebody who you're next to. 00:19:37.300 --> 00:19:38.700 Take right hands. 00:19:38.700 --> 00:19:40.233 Take right hands. 00:19:40.233 --> 00:19:42.433 Everybody get somebody's right hand. 00:19:42.433 --> 00:19:43.333 Let me get closer. 00:19:43.333 --> 00:19:47.033 Close your eyes and explore that hand. 00:19:47.033 --> 00:19:56.366 Get to know that hand. 00:19:56.366 --> 00:19:59.232 Test the strength in that hand, 00:19:59.233 --> 00:20:01.899 and the tenderness. 00:20:01.900 --> 00:20:19.033 Have an argument. 00:20:19.033 --> 00:20:23.566 Now, without talking, open your eyes and see who your partner is. 00:20:23.566 --> 00:20:28.832 See your partner for the first time. 00:20:28.833 --> 00:20:42.666 [Different groups of students are outside on the yard doing ice-breaker exercises.] 00:20:42.666 --> 00:20:48.666 The rewarding thing to me about teaching is that I can have a positive effect 00:20:48.666 --> 00:20:52.066 on the life of an individual. 00:20:52.066 --> 00:20:56.299 I can't feel really good about the positive effect I have if I'm just teaching them subject matter, 00:20:56.300 --> 00:20:57.833 and that's all he's going out of the class with. 00:20:57.833 --> 00:21:02.799 And so the positive effect that I would like to think that I can have with some students, 00:21:02.800 --> 00:21:07.866 the ones that I can get involved with is that uh I can help them to use the material 00:21:07.866 --> 00:21:09.899 that they have in an effective way. 00:21:09.900 --> 00:21:14.300 An effective way meaning to me, use it in a way that is going to make them happy, 00:21:14.300 --> 00:21:20.233 and increase to some extent the happiness and satisfaction that they can get out of their lives. 00:21:20.233 --> 00:21:24.299 And there's no way that I could do this just standing up there being a teacher 00:21:24.300 --> 00:21:28.733 for forty minutes a day, one semester of their life. 00:21:28.733 --> 00:21:32.199 ...in terms of income taxes and things like that. So there are insurances. 00:21:32.200 --> 00:21:33.033 [A Film by Vaughn Obern] 00:21:33.033 --> 00:21:35.466 Things that are made easier by having them right. On the other hand it makes no difference at all. 00:21:35.466 --> 00:21:38.332 [Photography Bernard Selling, Sound Rol Murrow, Camera Assistant Kit Kalionzes] 00:21:38.333 --> 00:21:42.733 [Editor Harry Keramidas, Conceptual Writing Vaughn Obern, Hal Gelb, Assistant Editor Mary Ellen Tokunow] 00:21:42.733 --> 00:21:46.199 [Production Manager Edward Kutner, Production Assistants Kathy McGinnis, Gene Kopp] 00:21:46.200 --> 00:21:49.800 [Executive Producer Gary Schlosser] 00:21:49.800 --> 00:21:53.533 [This film was produced by Extension Media Center University of California at Los Angeles] 00:21:53.533 --> 00:21:56.366 [for the National Institute of Mental Health] 00:21:56.366 --> 00:21:57.899 [U.S. Department of Health, Education and Welfare Public Health Services 00:21:57.900 --> 00:22:02.400 Health Services and Mental Health Administration] 00:22:02.400 --> 00:22:09.533 [the social seminar] 00:22:09.533 --> 00:22:13.499 [A multi-media training series developed by THE NATIONAL INSTITUTE OF MENTAL HEALTH 00:22:13.500 --> 00:22:19.166 in cooperation with THE U.S. OFFICE OF EDUCATION] 00:22:19.166 --> 00:22:22.999 [For workbooks, film guides and more information write to: National Institute of Mental Health, 00:22:23.000 --> 00:22:30.933 Social Seminar Information P.O. Box 2305 Rockville, Maryland 20852]