All class

If I landed on Mars in a version of a Martian secondary school I would be able to teach. This is comforting. I’ve kind of known this anyway, since I had to entertain 200 Years 11 and 12 Chinese students for an hour in a hall in Yunnan province but nice to have the confirmation. I went to see the film The Class on the weekend. The French title is better: “Between the walls”. This title references the small, intense, claustrophobic world which is the essence of the teaching experience. As an adult, it can be lonely and frustrating but also intimate. Director Cantet creates the sense of frustration really well, especially in the first half of the film. The teacher, played by the guy who wrote the book which underpins the film, a man who IS a teacher, is trying to teach some grammar. It’s boring, not pitched at where the kids are at and, as the kids point out, seemingly irrelevant. It’s high culture, formal speech. All English teachers have been there at some time; “Why do we need to know this?” As a viewer, it’s incredibly hard to endure. It’s like being in the classroom. All the teachers in the audience (and there were lots – all my age, daggy shorts, ill-fitting T shirts, little white middle aged stick legs and a paunch or three) were aching to shout “Stop! There are better ways of doing this!”

I was thrown back into the tussle that teaching can be; the tussle for control, order, engagement, forward progress. The way momentum can shift so fast to knock you off balance. The callousness of teenagers. The smell of blood. It can be pretty primal. Francois, the teacher, doesn’t have much fun. This film is about as real a narrative about the job as any I’ve seen.

The second half of the film focuses on a student in trouble. It’s more dramatic but no less real. I have seen teachers escalate trouble, intentionally and by accident, about a thousand times in the 19 years I was a teacher. And I’ve done it myself. Probably more than I want to remember. Easy to critique from the back of the room but you try being the one up the front with 25 lounging adolescents ripe for a bit of a struggle. Francois fucks up. He means well but he fucks up. And then it kind of goes pear-shaped for everyone because the school is bound to support the institutional power relationships. Bound in a kind of unstated and complex arrangement of power, authority and support. Bound because there is a tacit agreement with the people who are in the front line doing the intimate and personal thing that is teaching that you will support them in the process. So what the viewer gains is a small taste of the struggle for a school when a student pushes the last boundary. The film conveys a sense of the investment made in the child, the relationship, the sense of loss at the waste of the efforts of all. And a despair at what might happen to the kid. And anger of course and sometimes relief. The common good argument. It’s all there in this classy film – pun intended.

Lots of critics have written about the way the film has been constructed – student volunteers, loose plot. The success of the film is down to its essential truthfulness; the people making it wanted to show what the work of a teacher is – tedium and all. I’ve been talking about the job with people I work with; we were talking about lesson plans and I admitted that I probably hadn’t done one since about my second year of teaching. I wasn’t much of a teacher then but they didn’t suit me as a way of organising myself. What I ended up saying in that conversation is that your success as a teacher partly depends on pretty quickly having a good sense of how you wanted to be in Role, capital “R” role, and the closer that the Capital R role is to your own sense of self, the better. Then your persona is consistent and predictable and genuinely grounded. It‘s not a stretch – you’d be able to feel, as Francois perhaps didn’t – that where he was heading with kids was down a whole lot of alleyways that were dead-ends. Maybe.

The Monthly critic Luke Davis ends his review of this film by saying “Francois is like the character Glory Boughton in the Marilynn Robinson novel Home who comes to understand, of the children she taught for many years, that her role as a teacher had essentially been that of “helping them assume their humanity.” On first reading, this resonated but it’s not the kind of language which Australians could use about themselves. I see it as trying to have kids get a sharper sense of themselves and the wider world; of what makes it all tick and what they think about it. And why. And to be curious about what other people think. That’s about it. And some skills to communicate. That’s it. That’s enough. (and BTW - I think Luke's pushing it a bit with this description of Francois - calling a couple of teenage girls "skanks" might be a natural human reaction to an incident in the film, but this and the ensuing events hardly amount to helping those particular kids "assume their humanity".)

I haven’t written enough here about fun. Those kids looked like they’d be fun. I taught in schools like this for most of my teaching life and there is lots of fun to be had, lots of interest to make you hang around amidst the tedium of perrenial staffroom stuff, government directives, union meetings, students wearing caps in class and the rest. The film triggered one of my ongoing desires – to teach again. It comes and goes and is tempered by the memory of the boot-full of correction that dogged my life. Maybe I’ll go back one day.