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Paper Tigers Film Reflection

Craig J. Shimer

Masters in School Administration, Western Carolina University

EDL 617: Philosophy, History, and Sociology of Education

Drs. Lanier and Von Dohlen

April 24, 2023

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Paper Tigers Film Reflection

They can’t tell a real tiger from a paper tiger. This line stuck with me through the whole

documentary, Paper Tigers. The level of brain science incorporated into Lincoln High School’s

curriculum and teacher training showed a dedication to provide quality education to all students.

Administration, teachers, and eventually students understood the effects of toxic stress on the

brain. This film had an immediate influence on how I approach my work as a teacher. After

watching this film, the night before, I went to work the next morning with new eyes to see my

students. I have learned about ACEs before but seeing the video captured by the students

themselves was incredibly moving. I considered the human side of my students more deeply and

recognized that academics come second to meeting their human needs for safety and connection.

I still firmly believe that all my students can learn and achieve academically, but this new view

puts behaviors and communication into a more accurate perspective. Students like Diane and

Steven, who are judged solely by their performance academically and behaviorally at school, are

consistently sent an unconscious message that they don’t belong or aren’t good enough. I have

many students who receive this message daily. When I get frustrated with a child for choosing to

disengage from something I have deemed important, I’m telling that child that my needs are

more important than theirs. This doesn’t mean we affirm negative behaviors or ignore

academics. Rather, we use this humanizing perspective to develop positive relationships, despite

trauma responses to perceived threats, and use those relationships to educate.

The central message of this film is that the behavior is not the student. Throughout the

film, adults actively work to see through the behavior to each child's humanity. The dignity and

worth of the children are maintained by centering this humanity in the way that the adults

respond to behaviors. Though this plays out in many ways, one example that supports this
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message is when Steven communicates via text to Mr. Gordan. Steven is beginning to cycle

negative behaviors, for example absenteeism, and drug and alcohol use. During this time,

Gordan recognizes this behavior is a response to the end of the school year nearing and the need

for Steven to graduate to go to college. Steven sends a text to Gordan using explicit language to

degrade him and push him away. Gordan's response is with authenticity and unconditional love.

Steven’s dignity is preserved. He is not treated like an out-of-control animal that just needs better

training or like an irrational child. Gordan acknowledges the choices Steven is making, his right

to make them, and promises to be there no matter what. I tried to imagine how I would, and do,

respond to a child using the language with me that Steven used with Gordon. I would like to

believe that I would exhibit the same unconditional love and respect, but I prove daily that my

temper gets the better of me. Intense training and reflection are needed to achieve the mindset

that the teachers at Lincoln High School use when responding to students in need.

This training and reflection are part of the role of school leadership. Prioritizing the

experience of the most vulnerable students should lead us to build the capacity of our teachers to

work with them. It is clear from the film that Principal Sporleder took the time to explain to his

staff why this work is so important. The level of buy in displayed at Lincoln High School only

comes from an intrinsically motivated staff. You can’t force people to work with students like

those at LHS, they will just end up leaving. I’ve seen that happen so often and you can’t really

blame the person. If you only see an angry teenager threatening you, and cussing, it makes sense

to want to walk away. That is why it is so important to explain the why behind trauma-informed

education. Sporleder took it a step further and trained the staff as well. It is nice to have

understanding, but it is powerful to have tools to help. If someone in a pool is thrashing about,

sinking underwater, drowning it is very important to understand the root cause of that issue. It’s
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also more important to understand the techniques needed to get that person to safety, before you

jump into helping them. It takes a specific set of skills and techniques to work with students who

have ACEs in their brains. This will protect and benefit both the teacher and the students. It is

evident LHS teachers had this training based on the way they talk about students, even when the

student is not present. Further, Gordan is talking through ACEs and what they mean with

students in a developmentally appropriate way. Once you have the training, continuous self-

reflection ensures that some aspect of the work is not being forgotten. There are several scenes in

the film where staff are gathered, reflecting on specific cases or situations. Such collaborative

reflection not only generates solutions but continues to build the capacity of the staff as they hear

each other's ideas and process their own journey. With any initiative I think this process of

explain, train, and reflect is important to develop buy in and ensure success as exemplified by

Sporleder and the LHS staff.