Classroom Warriors

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    • 00:33

      NARRATOR: Britain's troubled classroomsare holding back the education of thousands of children.So is it time to send in the troops?

    • 00:40

      TEACHER: Any of the equipment can touch into the river,and it is a race.

    • 00:44

      NARRATOR: One school has won hearts and mindsdoing just that.

    • 00:47

      WOMAN: It's turning children that could've turned outto be rotten little brats that you see on the streetinto proper grown men.

    • 00:55

      NARRATOR: In America, the militaryare already veterans of keeping order in the classroom.

    • 00:60

      MAN: Without discipline, you have chaos.If you don't have control of the classroom,you can't teach anything.

    • 01:06

      NARRATOR: The government thinks troops to teacherswill help transform our schools as well.

    • 01:11

      MAN: I think that there's a huge opportunity for peoplewho have served their country in uniform to servetheir country in our schools.[MUSIC PLAYING]

    • 01:34

      NARRATOR: It's a night of rifle training in a tough Birminghamcomprehensive.

    • 01:39

      CHRIS AUSTIN: So if you get five holes, I'll be very happy mad,and you'll be in [INAUDIBLE].

    • 01:44

      NARRATOR: In command is Chris Austin, a former SergeantMajor.He's seen active service in Northern Ireland, Bosnia,Kosovo, and Iraq.

    • 01:52

      CHRIS AUSTIN: You're there.You're on target.Most people don't hit the target first time.Well done.

    • 01:57

      NARRATOR: Now he's teaching.Tonight, he's showing the boys of Lordswood Schooland girls from a nearby school how to shoot straight.The government thinks ex-soldiers like Chriscan help bring order back some of Britain's classrooms.And this is why.

    • 02:27

      NARRATOR [continued]: Teachers driven to breaking points.More than half considered quitting becauseof their pupils' bad behavior.Lordswood-- an inner city school of nearly 700 pupils.Discipline used to be a big problem here.

    • 02:55

      NARRATOR [continued]: Tonight is parade night.It's part of the school's pioneering approachto improving discipline.Gangs used to plague this school.But now, it finds a place for pupils of all backgroundsand faiths inside a uniform.And that includes the teachers, like Chris Austin.

    • 03:13

      CHRIS AUSTIN: What we have to do is practice all three typesof leadership style to get this task complete usingyour leadership skills that you've developed over the lastfew lessons.

    • 03:24

      NARRATOR: Leadership is firmly on the curriculum.Out of army fatigues, Chris Austinis taking a GCSE class in uniform public services.

    • 03:32

      CHRIS AUSTIN: Now, task 1 is you haveto build a tower as high as you possibly can.However, the leader is the only person that's allowed to talk.And the highest tower wins.Standby.

    • 03:50

      NARRATOR: Chris knows a lot about leadership.He was once a Sergeant Major in the Queen's Royal IrishHussars.

    • 03:56

      CHRIS AUSTIN: I can see that some people would stereotype meas to being a very loud, aggressive,shouting-in-the-face type person.But we're not really like that.At school, I don't shout at people,because there is no requirement to do that.

    • 04:13

      NARRATOR: Officially, Chris is an instructor, not yeta fully qualified teacher.He left school to join the Army aged 16 without muchin the way of qualifications.To be able to work in a classroom at all,he had to get GCSE in English.So leading from the front, he took the examalongside his pupils.

    • 04:35

      CHRIS AUSTIN: It was very scary to actually sit with the boys.

    • 04:38

      INTERVIEWER: What did they think of that?

    • 04:40

      CHRIS AUSTIN: I think they respected me in a certain way.They were shocked to see me.They thought I was actually invigilating the exam.But when the examiner gave me the exam paperand told me I was under test conditions,the boys realized what was actually happening.And afterwards, they were praising mefor sitting with them during the exam.

    • 04:59

      INTERVIEWER: I hope to goodness after all that that yougot the required grade.

    • 05:02

      CHRIS AUSTIN: I got an A grade, yes.I was very happy with it.

    • 05:08

      NARRATOR: Chris isn't a lone force.The assistant head, Neil Macintosh,is a former infantry captain in the Staffordshire regiment.One in 12 of the staff at Lordswood are ex-military.

    • 05:23

      NEIL MACKINTOSH: I'd put it that they are probablymore resilient than people who may nothave had a military background.So they're less likely to be down if they have a bad day.They're probably less likely to take several days off sickand be more robust, particularly in a school like this.

    • 05:42

      NARRATOR: Neil Mackintosh has broughtin a little squad of ex-military types to the school.Linda Mackintosh was a Sergeant in the Territorial Army.Her mission today, math.And Collin Meredith, who teaches food technology,

    • 06:02

      NARRATOR [continued]: was a chef in the Territorial Army.

    • 06:05

      COLLIN MEREDITH: That just shows you,even just using the bits and pieces outof your cupboards at home, how you can knock the dressing up.

    • 06:11

      NARRATOR: Their arrival and the introduction of the combinedcadet force a decade ago has coincidedwith a marked improvement in behavior at the school.

    • 06:22

      NEIL MACKINTOSH: Things have changed in the last 12 years.There seem to be less gang-related incidents, fewerpeoples on the fringes of gang-related cultureoutside school, fewer challenging individualsaround school.And the place is certainly calmer.

    • 06:38

      NARRATOR: Military values in place of classroom chaos--it's almost like a working prototype of David Cameron'sBig Society.The Westminster government plans to fund the ex-militaryto become teachers in state schools across England.It hopes the rest of the UK will follow suit.

    • 06:54

      MICHAEL GOVE: The biggest reason whytalented people from whatever backgroundleave the profession is because discipline is out of control.And in those schools, I think the presence of role modelswho have the sort of experience in taking young men and womenand forcing them into a cohesive teamand instilling discipline-- I think that would be immenselyvaluable.

    • 07:11

      INTERVIEWER: Is this part of the visionof the Big Society, the ex-militaryserving on the civilian front line?

    • 07:17

      MICHAEL GOVE: There's no better example, I think,of the spirit of service than thosewho are in our armed forces.If we can ensure that something of that spiritinfuses the rest of British life,then we're exemplifying one of the best virtues of the BigSociety.

    • 07:35

      NARRATOR: It's a shamelessly traditional prescription.But it seems to have worked for 15-year-old Hakim Nawas,a drum major in the Cadets.

    • 07:43

      HAKEEM NAWAS: When I was in year 7, I was very quiet and shy.I didn't talk to much people.I didn't like speaking in groups.As I progressed through the yearsand participated in Cadets and team activities,it's got me to the stage now where I can openlytalk to a group of people.

    • 07:58

      INTERVIEWER: How have the Cadets helped with that?

    • 08:00

      HAKEEM NAWAS: It's the teamwork that wedo within the Cadets and the activitiesthat we go on where certain people get left in charge.We have to talk within us.We can't just be quiet.So it's developed me personally.

    • 08:12

      MAN: Here's your cup of tea, mate.

    • 08:14

      NARRATOR: Hakim's mother says Lordswoodhas transformed her son, and she'sdeeply grateful to the school.

    • 08:19

      ISHA NAWAS: It makes him more focused.He's more grounded.He's very strong.He's independent.It's taught him a lot, really-- how to be a young gentleman.It's turning children that could have turned outto be rotten little brats that you see on the streetinto proper grown men that there is something to be proud of.

    • 08:41

      NARRATOR: A laid back lunchtime jam session.Each week on Cadet Day, a fifth of Lordswoods pupilsput on a military uniform.

    • 08:49

      AARON BROWN: I believe that the Cadets actually changed me.I was following the wrong people when I first joined the school,and the Cadets helped pull me out of it.Some of the people that I've seen nowadayshave been kicked out of school.They're either doing drugs or have been locked up.That's the worst thing about it.It's given me the courage to go out there and actually dowhat I want to do.

    • 09:09

      NARRATOR: Tough schools can breakeven ex-military teachers.One only lasted a day.

    • 09:13

      NEIL MACKINTOSH: Being an ex forces personis no magic wand to succeeding in the classroom, particularlya school like this.So I think the confidence you may have had in yourselfand the people skills you've learneddealing with the soldiers, sailors, or airmenin the armed forces can easily translate into a classroomenvironment.

    • 09:29

      NARRATOR: And those that can hack ittend to be peacekeepers.

    • 09:33

      AARON BROWN: Normal teachers will raise their voiceat insignificant things, while the teacherswith a military background will actually be more lenient.They'll keep quiet.But you know by looking at them they are serious.

    • 09:46

      INTERVIEWER: So they're in charge,but they're not making much noise about it.

    • 09:50

      AARON BROWN: No.They don't need a voice.All they need is just eyes, and you'll be scared.

    • 09:53

      NARRATOR: Lordswoods' military maneuvershave also coincided with an upturn in academic performance.Ofsted inspectors say exam results in mathsand English have improved significantly.The government believes more schools can benefit,and its Troops to Teachers program aims to smooth the way.

    • 10:11

      MICHAEL GOVE: We're going to make surethat people leading the services who want to become teachershave the chance to do degrees in a shorter period of time,that there is financial subsidy to helpthem make the transition to the classroom.

    • 10:22

      INTERVIEWER: And this is a frankly privileged routefor ex-military to go into teaching.There's no question about it.They're being given a special route in.

    • 10:29

      MICHAEL GOVE: Absolutely.

    • 10:31

      NARRATOR: What will the current teaching forcemake of Mr. Gove's new model army?Their largest union balks at the suggestionthat the military can teach them a thing or twoabout keeping order.

    • 10:43

      CHRISTINE BLOWER: I think what he believesis that somehow or other, there isa magic in certain kinds of people who'vebeen in the military to be able to maintain disciplineand order in classrooms, which maybe different from other people.I dispute that.

    • 10:56

      INTERVIEWER: Do you accept that thereis a problem with discipline in the classroom?

    • 11:01

      CHRISTINE BLOWER: Well, I think what we need to dois look at the evidence.And Ofsted finds-- and they're not alwaysa friend of the NUT-- but Ofsted finds that in general terms,discipline is not a huge problem,and schools are orderly, they're well led, they're well managed,and that lessons progress in a proper fashion.

    • 11:19

      NARRATOR: But do Lordswoods teacherslike the military connection?Aaron Clifford is a PE teacher with a traditional training.His class has a certain ring to it.

    • 11:28

      AARON CLIFFORD: Any of the equipmentcan touch inside the river.Not a problem.But no part of your bodies can.OK?And it is a race.

    • 11:37

      NARRATOR: Lordswoods school specializesin sports, but with a twist.It's teaching its boys to be fit to lead.

    • 11:52

      AARON CLIFFORD: All the things they can learn here--communication, verbal, non-verbal communication-- theycan take into different parts of their lives.The kids know that they're in a school whichhas got a large influence by military,and how the military behave, and how we learn,and the responsibilities that come with it,and the teamwork and communications thatare used all of the time.

    • 12:12

      AARON CLIFFORD [continued]: And I think they're now seeing the school hand in handwith the cadet forces.And they get to see so much of the Cadets going on around themall of the time.The boys who want involved can seethat that is a big part of the school now.

    • 12:32

      NARRATOR: PE teacher Naveed Arshad is a former pupil here.He had a bit of a shock when he returned to Lordswood.

    • 12:38

      NAVEED ARSHAD: After I was at an army base, when I firstcame back, I had guys in Navy uniforms,and they had obviously the Army uniforms and stuff walkingaround.And I think leadership has grown in our school now,and it's a great way of getting these guys comingfrom the inner city areas, where there'sa lot of [INAUDIBLE] crimes and violence and stuff.This is all giving them something to focus on.

    • 13:02

      NARRATOR: The city of Newport News in Virginia.It's here in America that the Troops to Teachers ideawas born and has been tested over time.It aims to bring military experienceto bear in the country's most troubled schools.This isn't an easy place to teach in.The crime and murder rate here are doublethe American average.

    • 13:26

      NARRATOR [continued]: From this neighborhood, over 600 pupilsare bused into Huntington Middle School each morning.Mainly African-American, over 90% of pupilsqualify for free school meals, meaning they'reamong America's poorest.The school day begins as it does in every American classroom--with a pledge.

    • 13:51

      NARRATOR [continued]: But in this place, the American dream is hard to reach.

    • 13:58

      TEACHER: All right.Have a seat.

    • 14:11

      CLEO HOLLOWAY: In this community, getting shotis the norm.It's normal.And sometimes, the kids have become so desensitized to that.But around in their neighborhoods, there are shots.That's a part of their lives.And so they begin to ask questions.If you ask them, do you know anybody that's ever been shot,

    • 14:34

      CLEO HOLLOWAY [continued]: I can almost guarantee you about 95% of my kidswould raise their hands and say yes.

    • 14:41

      NARRATOR: To help kids from these backgrounds,the American tried something new-- veterans.Meet Jeff Lloyd, Robert Carlos, and Linwood Jenkins.All three came to teaching via a national program whichre-trains the ex-military as full time teachers.

    • 15:02

      JEFF LLOYD: These kids depend on us to come every day.There's something about having somewherein their lives that is all the time the same every day.That's why it's very seldom that any of usthree are missing out of school.

    • 15:26

      NARRATOR: These teachers are part of a school whereorder and calmness rule.It's what strikes visitors like us from across the pond.Orderly queues are the order of every day.

    • 15:42

      ROBERT CARLOS: People who are verydisciplined themselves, they knowthe objective of a mission.And in this case, the objective isto get these kids the best education we can get them.I just got fed up with trying to make heads or tails out of it,and I couldn't.So you're going to do the paper over again.They know that I have a very low tolerance for misbehavior

    • 16:03

      ROBERT CARLOS [continued]: or shenanigans.They don't want to disrupt the overall mission.

    • 16:10

      LINWOOD JENKINS: Tell me, who was president of the UnitedStates during the Civil War?

    • 16:16

      STUDENT: Abraham Lincoln.

    • 16:17


    • 16:17

      NARRATOR: Is this a mission to far?Are we in the UK ready to line up our school childrenand give them this sort of fighting talk?Just behaving well still won't get youinto ex-major Jenkins' class.

    • 16:32

      LINWOOD JENKINS: OK.If I was trying to find a continental divide,what region would I be in?

    • 16:36

      STUDENT: The Rocky Mountains.

    • 16:38

      LINWOOD JENKINS: The Rocky Mountains, correct.

    • 16:39

      INTERVIEWER: Just to be clear-- you won't evenlet them into the class till they pass a test.

    • 16:43

      LINWOOD JENKINS: That's right.They've got to-- as requirement to comein here-- I tell the kids, you'vegot to know something to get in.

    • 16:49

      JEFF LLOYD: What was the title of this?

    • 16:51

      STUDENT: Common Sense.

    • 16:52

      JEFF LLOYD: Immediately you should know.

    • 16:54

      NARRATOR: Military techniques also come in handywhen it comes to keeping pupils fully focused.

    • 16:59

      JEFF LLOYD: Six-inch voices.I don't want to hear a whole bunch of loud talking.

    • 17:04

      NARRATOR: But the way they keep controlisn't what you might expect.

    • 17:08

      JEFF LLOYD: If I'm going to speak to you,then I'll lower my voice, because I reallywant you to hear me.That's a skill.And I learned that in the military.

    • 17:20

      INTERVIEWER: So in your classroom,the sign that you're getting toughis when you lower your voice, not when you raise it.

    • 17:26

      JEFF LLOYD: Yeah.

    • 17:29

      NARRATOR: Mr. Lloyd's military mystiquehelped set the tone in the classroom.

    • 17:33

      STUDENT: If you start whispering,like a little conversation, he'llthink you're immediately in it.And to him, it's really loud in his ears.His ear is really sensitive since he's been in the militaryfor a long time.He said he can hear a little, tiny baby pin drop.

    • 17:50

      NARRATOR: Troops to Teachers was launched 18 years agoafter the first Gulf War.Since then, 15000 ex-military haveentered the teaching profession, mostly in inner city schools.Their success in bringing discipline and orderto classrooms is backed by extensive research.

    • 18:09

      WILLIAM OWINGS: When we first got the grant,I thought oh my goodness.Drill sergeants stepping in a classroom with teenagersis going to go over like a lead balloon.So there was a healthy degree of skepticism.But when the results started to come in, we were astonished.They commanded respect through relationship building,

    • 18:30

      WILLIAM OWINGS [continued]: through understanding.

    • 18:32

      INTERVIEWER: So they were very good at keepingcontrol and discipline?

    • 18:37

      WILLIAM OWINGS: They were outstanding.They had fewer discipline referrals per teachercompared to the comparison group.They just knew how to deal with studentsto prevent problems instead of react to problems.

    • 18:54

      NARRATOR: But does it work in a schoolwhere chaos reigns outside?We needed a police guard just to see where the Huntingtonpupils live.But it's not so different from where Jeff himself grew up.

    • 19:06

      JEFF LLOYD: When I was small, this is very typical.Out here is the violence, the robberies, the dope,the murders.And that's typically where these kids are coming from.

    • 19:19

      NARRATOR: Troops to Teachers is creditedwith bringing more teachers into schoolswith similar backgrounds to their pupils.

    • 19:26

      JEFF LLOYD: Originally, my parents didn't have anything.We were very poor.We came right down from the hood.And the first nine years of my life,we had nothing, absolutely zero.We had nothing.

    • 19:38

      INTERVIEWER: So it's not just a matter of theory for you.You know about-- you know where these kids come from.You've been there yourself.

    • 19:43

      JEFF LLOYD: I've been there.I know that.This is undisciplined Jeff.This is Jeff who is undisciplined.

    • 19:50

      INTERVIEWER: That's you there?

    • 19:51

      JEFF LLOYD: That's me there, of course with my mom.

    • 19:54

      NARRATOR: Jeff flunked out of college.The military gave order and structure to his life.

    • 19:59

      JEFF LLOYD: I need discipline.

    • 19:60

      INTERVIEWER: And that's what you got?

    • 20:01

      JEFF LLOYD: And that's what I got here.The military brings kids that are notdisciplined into disciplined areas of their life.

    • 20:12

      NARRATOR: What the military gave to Jeff,he's now giving to his pupils.

    • 20:17

      JEFF LLOYD: Excuse me.Excuse me.You might as well cut that talking down to zero right now.Without discipline, you have chaos.You have just total chaos.And there's no learning in chaos.So discipline is one of the key areas of any teacher'sresponsibility in a classroom.If you don't have control of your classroom,

    • 20:37

      JEFF LLOYD [continued]: you can't teach anything.

    • 20:38

      NARRATOR: One of Mr. Lloyd's former pupilshas never forgotten what he did for her.Ashley Davis, now at high school,credits Mr. Lloyd with turning her life around.Things were bleak a few years back.She was facing suspension and potentiallydropping out of school.

    • 20:57

      ASHLEY DAVIS: Mr. Lloyd really was strict on us.He really taught us a lot about life.When I was in sixth grade, I got in an incidentwhere I got suspended.I thought school was a joke.

    • 21:19

      ASHLEY DAVIS [continued]: I really didn't care about my grades.And I was coming from the principal's office.I stopped by Mr. Lloyd's class.He was the only one that would listen to meand tell me that I had to change my ways and to straighten up.Because if I continued to be the way that I was,

    • 21:39

      ASHLEY DAVIS [continued]: then there was a chance that I wouldn't be successful in life.

    • 21:44

      YOLANDA DAVIS: I think Mr. Lloyd is a wonderful teacher.He has changed a lot of lives.I can't-- I'm at a loss for words.All I can say is thank you.

    • 21:53

      JEFF LLOYD: Are you supposed to be there?You want to be a captain then, right?That's what that is.

    • 21:57

      NARRATOR: The latest research shows the ex-military stayin their tough schools for twice as long as other teachers,and their students respond.

    • 22:06

      WILLIAM OWINGS: What we did there was look at Troopsto Teachers classroom versus someonewho teaches the same subject with similar yearsof experience and all the teachers in that grade levelor subject area who taught that subject that was tested.And in reading and math, the two areaswe examined, Troops to Teachers classrooms

    • 22:30

      WILLIAM OWINGS [continued]: outscored all the other teachers.

    • 22:32

      INTERVIEWER: So those students wereperforming better than you would otherwise have expected?

    • 22:37

      WILLIAM OWINGS: I would say their performance was stellar.

    • 22:41

      NARRATOR: After two decades, someof the ex-military teachers are now running schools.US research says they are rated more highly as head teachersby their employers than those from a traditional teachingbackground.In Britain, as in America, head teacherscan make or break a school.Up until the arrival of this man two years ago,

    • 23:04

      NARRATOR [continued]: parents were deserting this Canterbury school.And in came Clive Close, a former warrantofficer in the Royal Marines.Now the school roles are rising.

    • 23:13

      CLIVE CLOSE: Mrs. Dawson, guess who wins this week?Mathematician of the week-- it's Jenna.

    • 23:18

      NARRATOR: Despite leaving school at 16, he's now a head teacher.And today, he is handing out awards for achievement.He's worked his magic here in a way the government wantsto repeat nationwide.

    • 23:29

      CLIVE CLOSE: I haven't arrived in the schooland shouted at people.I haven't marched people around the playground, the paradeground.Not at all.I'm working together, and trusting peopleto work together, and giving people freedomto make their own mistakes.

    • 23:44

      NARRATOR: Today, it's [INAUDIBLE] weekly staffmeeting.Most are female.Nearly 90% of primary school teachers are women.The US research shows Troops to Teachersbrings more men into schools.Clive Close has risen fast through the profession.He praises his staff's successes,but he expects them to admit failure.

    • 24:06

      CLIVE CLOSE: But it's actually being able to acknowledgeand say, OK, we could do it better.We're not so good at this.How are we going to fix it?Don't take things personally, none of you.Just don't do it.Because it's a school.We're a team, aren't we?

    • 24:21

      NARRATOR: The military are used to plain speaking like this.Are primary school teachers?Here, the staff remember how he took control.

    • 24:29

      TEACHER: I think there was an awful lot of bickeringbetween staff, which stopped quite quickly after he arrived.

    • 24:35

      TEACHER: He wasn't unafraid, was he,to take people out of the jobs they had previously been inand move them around.

    • 24:40

      TEACHER: It was very much watching peopleto see where their skills were and putting themin the positions where they were needed.And if that meant that you weren't happy in being moved,he did it anyway.But it worked.

    • 24:53

      CLIVE CLOSE: They were square pegs in round holes and peopleresponsible for key areas in the school that probably shouldn'thave been.

    • 25:00

      INTERVIEWER: Do you think your ex-military background gave youmore confidence to say, well, it may upset them,but I'm going to fix it.

    • 25:08

      CLIVE CLOSE: That's the way I am,and that's the way it was with peopleI worked with in the Marines.You told it like it like it was, and you strived to be the bestand take people with you.

    • 25:20

      NARRATOR: It was the day of the school nativity playwhen we were there, and the school was usuallyfull of little angels.A traditional scene for a head who likestraditional, plain language.

    • 25:38

      INTERVIEWER: You used to have people here called learningcoordinators, didn't you?

    • 25:41

      CLIVE CLOSE: Yes.Yes.

    • 25:42

      INTERVIEWER: You haven't anymore.

    • 25:43

      CLIVE CLOSE: No.I expect people to lead these subjects.So the literacy leader leads literacy,and the numeracy leader leads on numeracy and mathsin the school.And they have the authority to change thingsand to act on their own initiative.And they have the responsibility as well.

    • 26:03

      INTERVIEWER: You're not hot on words like coordinate aroundhere, then.

    • 26:06

      CLIVE CLOSE: Not really.

    • 26:08

      INTERVIEWER: You're like nice, straightforward.

    • 26:10

      CLIVE CLOSE: Very black and white.Leading, responsible, have the authority.

    • 26:14

      INTERVIEWER: I wonder where you got that from.

    • 26:16

      CLIVE CLOSE: Yes, I wonder.

    • 26:19

      NARRATOR: Schools are likely to seemore of this no nonsense style, not just more plain speaking.The government wants more parades in English playgrounds.

    • 26:29

      MICHAEL GOVE: We know that there aremany state schools who would like to have cadet forces.We know that the resources haven't been there in the past.I'd like to do everything possible to encourage morestate schools to have cadet forces and more independentschools who already have cadet forces to help state schools godown that road.

    • 26:48

      NARRATOR: So should we all fall in behind Mr. Gove?Lordswood, where they have the whole military package,presents an unfamiliar vision.Some parents worry this could allbe a fast track to the real front line.

    • 27:02

      INTERVIEWER: Are you trying to turn your boys hereinto little soldiers, sailors, airmen, and Royal Marines?

    • 27:07

      TEACHER: No.That's not all what we're trying to do.Some of the boys express interestthat they might follow a military career.But at the age of 14 and 15, they'llprobably change their ideas about their future careersmany times before they settle into something.Many of them have got no interestin joining any of the armed forces.

    • 27:23

      NARRATOR: But one Lordswood cadet is definitely interested,and his mother is not happy.

    • 27:28

      ISHA NAWAS: He's really got his heart seton going in to the services.Really, I've tried everything to convince him, everything.Absolutely everything.I've tried all kinds of emotional blackmail, tricks,haven't I?

    • 27:41

      INTERVIEWER: Well, what have you tried?What have you said to Hakim?

    • 27:43

      ISHA NAWAS: I said he's going to come out in a body bag.I'm going to end up burying him.And I've said it as blatant as I could say it.That's the bad side.But if you put that against him becominga grown man and a gentleman, I'vegot to let him do as he pleases, haven't I?I've got to let him follow what's in his heart.

    • 28:02

      MICHAEL GOVE: I don't want to see our schools turnedinto training grounds for the next generation of soldiers.But I do believe that our current generation of soldiershave many of the virtues that many parents willsee as having ebbed away from our schools which they'dlike to see restored.

    • 28:19

      NARRATOR: Troops to Teachers may notgo far enough for disciplinarianswho'd like to see schools run as boot camps,and it may confound liberals who fear that itwould mean exactly that.But the surprising evidence is that it works.The ex-military could become Britain's new classroomwarriors.[MUSIC PLAYING]

Classroom Warriors

View Segments Segment :


Troubled classrooms in inner-city areas are connected to poor education for many children. Programs in the US and Britain have introduced military veterans into these classrooms to combat common problems. Explore schools that have implemented these programs and the effects veterans have had on the students.

Classroom Warriors

Troubled classrooms in inner-city areas are connected to poor education for many children. Programs in the US and Britain have introduced military veterans into these classrooms to combat common problems. Explore schools that have implemented these programs and the effects veterans have had on the students.

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