Heart Touching Film That Based On A True Story
Summary
TLDRThe script is a narrative about a teacher's impact on students, emphasizing the importance of education and helping others. It discusses the teacher's aspirations for their students to become beneficial to society, like doctors. The dialogue includes a student's uncertainty about their future and the teacher's encouragement to persevere. The script also touches on the teacher's own struggles and the profound influence they have on their students' lives, highlighting the teacher's role as a guide and mentor.
Takeaways
- ð The script talks about the daily cycle of the sun rising and setting, symbolizing the need for people to keep moving forward in life.
- ðĻâðŦ It mentions a teacher's advice to use one's knowledge to benefit others, emphasizing the importance of education and altruism.
- ðķ The dialogue includes a humorous exchange about a dog, possibly indicating a light-hearted or playful tone in the script.
- ðĐââïļ There's a discussion about becoming a doctor, suggesting themes of career choice and personal aspirations.
- ð The script touches on the idea of education not being limited to formal schooling, but also including life lessons and personal growth.
- ðĻâðĐâð§âðĶ It highlights the role of a teacher as a guide, not just an educator, indicating the multifaceted nature of teaching.
- ðą The concept of planting virtues and the importance of giving is mentioned, suggesting a moral or ethical lesson.
- ð The script talks about the importance of listening, both to instruction and to the needs of others.
- ðĩ There are references to songs, which might indicate a musical or rhythmic element to the script.
- ð It discusses the idea of legacy and how one's actions during their lifetime affect their memory after death.
Q & A
What is the main theme of the song mentioned in the transcript?
-The main theme of the song is about moving forward in life and using one's knowledge to benefit others.
What is the profession of the person referred to as 'āļāļēāļāļēāļĢāļĒāđ' in the transcript?
-The person referred to as 'āļāļēāļāļēāļĢāļĒāđ' is a teacher.
What is the aspiration of the young person in the script?
-The young person aspires to become a doctor.
What is the dilemma faced by the young person in the script?
-The young person is struggling with their studies and feels they are not doing well, which is causing them to doubt their ability to become a doctor.
What does the teacher in the script do to help the young person?
-The teacher offers guidance and support, encouraging the young person to continue their studies and pursue their dream of becoming a doctor.
What is the metaphor used in the script to describe the role of a teacher?
-The teacher is described as a lighthouse, guiding students on the right path.
What is the message conveyed by the teacher about the impact of their work?
-The teacher conveys that their work goes beyond teaching; they are also nurturing and guiding students to become good individuals.
What is the significance of the 'note' mentioned in the transcript?
-The 'note' is significant as it represents the legacy or the good memories one leaves behind after they pass away.
What is the comparison made between the professions of a teacher and a doctor in the script?
-Both teachers and doctors are compared in terms of nurturing and healing others; teachers heal with knowledge and wisdom, while doctors heal with medicine.
What is the ultimate goal of the teacher as expressed in the script?
-The ultimate goal of the teacher is to continue teaching and inspiring students to become good and helpful individuals.
What is the advice given to the young person by the teacher regarding their future?
-The teacher advises the young person to respect their aspirations and to continue striving to become a doctor despite the challenges they face.
Outlines
ð The Sun's Daily Rise and the Teacher's Impact
This paragraph tells a story of a teacher who imparts wisdom to his students, encouraging them to use their knowledge to benefit others. The narrative includes a dialogue where a student expresses gratitude and the teacher reflects on the importance of education. The teacher also shares personal challenges, such as the lack of support from parents and the struggle to become a doctor. The paragraph ends with a metaphor about planting virtues and the importance of listening and empathy, suggesting that the teacher's role is to guide and nurture, much like a lighthouse to a ship.
ð The Teacher's Legacy and the Choice to Educate
In this paragraph, the focus shifts to the teacher's legacy and the impact of a teacher's life on their students. The teacher discusses the idea that the first place a person goes after death is the memories of others. The narrative emphasizes the importance of leaving a positive memory and the teacher's role in nurturing and educating students. The teacher compares their profession to that of a doctor, highlighting the shared goal of helping others. The teacher expresses a deep satisfaction in their role and a desire to continue teaching, despite the challenges. The paragraph concludes with a moment of respect and acknowledgment from a student towards the teacher.
Mindmap
Keywords
ðĄTeacher
ðĄKnowledge
ðĄDoctor
ðĄInspire
ðĄHelp
ðĄEducation
ðĄCareer
ðĄMemory
ðĄLegacy
ðĄVocation
ðĄRespect
Highlights
100 years from now, the sun will still rise and set every day, and we must keep moving forward, using the knowledge we have to benefit others.
This is a quote from the teacher who always reminded us to keep going.
The teacher is like the sun, providing guidance and warmth, and just like the sun, they continue to influence even when they are not present.
The doctor tells the student to rest, indicating that even those who help others, like doctors, need to take care of themselves.
The student expresses their struggles, doubting their ability to help others because they themselves are struggling.
Despite personal challenges, the student continues their journey, motivated by the desire to help others as a doctor.
A reflection on the teacherâs profession as not just transferring knowledge but guiding students on the right path in life.
The student feels guilt about not succeeding academically, especially since they have aspirations to help others as a doctor.
A letter from the teacher after their passing reflects on the concept that the first place a person travels after death is into the memories of others.
The teacher draws a parallel between the professions of being a doctor and a teacher, both aimed at helping others, one through medicine and the other through wisdom.
The joy of seeing someone recover or succeed is shared by both teachers and doctors, linking the satisfaction of both professions.
The teacher emphasizes the importance of instilling moral values in students, not just through words, but by setting an example.
A moment of reflection on how teachers influence their students beyond academics, shaping their moral compass and guiding them in life.
Despite the teacher's passing, their legacy continues through the lives and memories of their students, who carry forward the lessons learned.
The final note reflects on how both doctors and teachers aim to heal â teachers heal through knowledge and wisdom, doctors through medicine.
Transcripts
[āđāļāļĨāļ]
100 āļāļĩāļāđāļēāļāļŦāļāđāļēāļāļĢāļ°āļāļēāļāļīāļāļĒāđāļāđāļĒāļąāļāļāļāđāļĨāđāļ§āļāđ
āļāļķāđāļāđāļŦāļĄāđāļāļļāļāļ§āļąāļāđāļĢāļēāđāļāļāļāđāļāđāļāļāļāđāļēāļ§āđāļāļīāļāđāļ
āļāđāļēāļāļŦāļāđāļēāđāļāđāļāļ§āļēāļĄāļĢāļđāđāļāļĩāđāļĄāļĩāļāļģāļāļĢāļ°āđāļĒāļāļāđāđāļŦāđāļāļąāļ
āļāļđāđāļāļ·āđāļ
āđāļĨāļ°āļāļĩāđāļāļ·āļāļāļģāļāļđāļāļāļāļāļāļĢāļđāļāļĩāđāļāļāļāļāļ§āļāđāļĢāļēāđāļŠāļĄāļ
āļāđāļēāļ§āļŦāļĄāļēāļāđāļāļĒāđāļāđāļāļĢāļąāļāļāļēāļāļēāļĢāļĒāđāđāļāđāļāđāļāļāđāļēāļāļāļ°
āļāļąāđāļāļ§āđāļēāļāļ°āļŦāļēāļĒāļāļĩāđāļĨāđāļ§āļāļĨāļĨāļąāļāļāđāļĄāļąāļāļāļ°āđāļāđāļāļŦāļĄāļ
āđāļŦāļĄāļ·āļāļāļāļąāļāļāļ°āļāļĨāļąāļāđāļāļāļāļāļāđāļāļŠāļāļāđāļŦāđāđāļāđāļāļāļĢāļąāļ
āđāļāđāļēāļāļ°āļāļĢāļąāļāļĄāļēāļāđāļ§āļĒāļāļĩāđāļāļ°āļāļĢāļąāļāļāļāļāļāļļāļāļāļĢāļąāļāļāđāļē
āđāļāđāļāļāļ§āļāļāļēāļāļīāļāļĒāđāļāļēāļāđāļŦāļĄāļŠāđāļāļāđāđāļāđāļāļāļēāļāļēāļĢāļĒāđāļāļē
āļāļĢāļāļāļĩāđāđāļĨāļĒāļāļ°āļāļ°āļāļāđāļāļĐāļāļ°āļāļ°āļāļļāļāļŦāļĄāļāļĄāļēāđāļ§āļĨāļē
āđāļĒāļĩāđāļĒāļĄāđāļĨāđāļ§āļāđāļ°āđāļāļĨāļāļāļąāļāļāđāļāļāđāļĒāļāļ°āđāļāļ°āļāļ°āļāļēāļ
āđāļāļĩāđāļĒāļ§āļāļĄāđāļāļāļ°āļāļĢāļąāļāļāđāđāļāđāļāļ°āļāļ°āļ§āđāļēāļāļ°āļāļāļāļāļļāļ
āļāļĢāļąāļāļāđāļē
āļāļđāļāļąāļāļāļ°āđāļāļąāļ§āļāļĩāđāļ§āļąāļāļāļĩāđāļāļ°āļāļĢāļąāļāļāđāļē
āđāļāđāļāđāļēāđāļāļāđāļŦāļĄāđāļĄāđāđāļāđāđāļāļāđāļāļ°āļĄāļĩāļŠāļīāļāļĢāļĢāļĄāđāļāđāđāļŦāļĄ
āļāļĢāļąāļāđāļāļĩāđāļĒāļāļĢāļąāļāđāļāđāļēāļāļ°āđāļĢāļēāļāļģāđāļĢāļāļĢāļąāļāđāļāļēāđāļāļŠāļāļ
āļŦāļāļąāļāļŠāļ·āļāļāļ·āļāļāļĄāļŠāļāļāđāļāļāđāļĄāđāļāļĩāđāļĨāļĒāļāļ°āļāđāļēāļĄāļĩāļāļąāļāļŦāļē
āļŦāļĢāļ·āļāđāļāļĨāđāļēāđāļĢāļēāđāļāđāļŦāļāļĨāļīāđāļāļāļāļāļģāđāļĄāđāļĄāđāđāļāđāļĢāļĩāļĒāļ
āļāđāđāļŦāļāļ§āđāļēāļāļĒāļēāļāđāļāļŦāļĄāļāļāļĒāļēāļāļāđāļ§āļĒāđāļŦāļĨāļ·āļāļāļāđāļāļāđāļ°
āļĄ.āļ
āđāļāđāļāļĄāđāļāļĩāđāļĒāļāļ°
āļĄāļĩāļŠāļ āļēāļāđāļāļāļāļĩāđāđāļŦāļĨāļ°āļāļĢāļąāļāļāļēāļāļēāļĢāļĒāđāļāļĩāđāļāđāļ§āļĒāđāļŦāļĨāļ·āļ
āļāļ
āđāļāđāļāļąāļ§āļāļĄāđāļāļāđāļāļēāļĒāļąāļāđāļĄāđāļĢāļāļāđāļĨāļĒāļāļĢāļąāļ
āđāļāđāļāđāļāđāļĄāđāļāđāđāļĄāđāļĄāļĩāļāļāļĒāļāļĄāļāļāđāļāđāļāļŦāļĄāļāđāļāđāđāļāļĩāđāļĒ
āđāļĄāđāļĄāļĩāđāļāļĢāļĄāļēāļāļļāļĒāđāļāļāļāļāđāļĨāđāļ§āļāļĢāļąāļāļāļēāļāļēāļĢāļĒāđāđāļāļĩāđāļĒ
āļāļ°āļ āļđāļĄāļīāđāļāđāļĄāđāļĄāļĩāđāļĢāļĩāļĒāļāļāļ°āļāļēāļāļĄāļēāđāļĨāđāļ§āļāļĩāđāđāļĢāļēāđāļāđ
āļĒāļīāļāļāļāđāļāļĢāļĩāļĒāļāđāļāļīāļāļāļēāļāļĩāļāļāļĢāļđāļ§āđāļēāđāļāđāļāđāļŦāļĄāļ·āļāļ
āđāļĢāļ·āļāļāđāļēāļāļāļĢāļīāļāđāđāļĨāđāļ§āļāļĢāļđāļāļģāļĄāļēāļāļāļ§āđāļēāļāļąāđāļāļāđāļ°
āļāđāļēāļāļĢāļđāđāļĄāđāđāļāđāđāļāđāļŠāđāļāđāļŠāļĩāļĒāļāđāļŦāđāđāļāļāļāļąāļāđāļāđāļĒāļąāļ
āļāļāļĒāđāļāđāļāđāļĢāļēāļāļķāđāļāļĄāļēāđāļĄāļ·āđāļāđāļĢāļēāļĢāļđāđāļāļĩāđāļāļĩāđāļāļ°āļāļķāđāļ
āļāļ°āļĄāļĩāļĄāļīāđāļāļāļĢāđāđāļāļĢāļĄāļēāđāļĨāđāļ§āļāļąāļāđāļāļ·āļāļāļŠāļāļīāđāļŦāđāđāļāļīāļ
āđāļāđāļāļāļēāļāļāļĩāđāļāļđāļāļĢāļđāđāļāļĄāļ§āđāļēāļĄāļąāļāđāļāļĨāļ§āđāļēāļāļ°āđāļĢāļāļķāļ
āļ§āđāļēāđāļāļĨāļ§āđāļēāļĨāļīāļāļāļąāļāļĒāļēāļāļŦāļēāļĒāđāļāđāļāļ°āļāđāļ°āļĨāđāļ°āļāļĒāļēāļ
āļāļĨāļđāļāļāļąāļāļāļļāļāļāļĢāļĢāļĄāļāļāļāļāļēāļĢāđāļŦāđāļāđāļ§āļĒāļāļēāļĢāļāļģāđāļŦāđāđāļŦāđāļ
āđāļāđāļāđāļāļāļĒāļēāļāļĒāļ·āļ
āļŦāļđāļāļąāļāļāļāļāđāļĨāđāļāļĄāļĩāđāļāļĢāļāļ°āđāļāđāļāđāļāđāļāļąāđāļāļāļąāļāļāļąāđāļ
āļŠāļāļāļāđāļēāļāļāļēāļĒ
[āđāļāļĨāļ]
[āđāļāļĨāļ]
āļĄ.āļ
āļĄāļĩāļŠāļēāļĒāļĢāļąāļāļāļēāļāļāļĢāļąāļāļāđāļē
āđāļāļēāļāļļāļāļāļ°āļāļĢāļąāļāļāļąāļāļāļ°āļāļĢāļąāļāļŠāļ āļēāļāđāļāļāļāļĩāđāđāļŦāļĨāļ°āļāļĢāļąāļ
āļāļĩāđāđāļāļāđāļ§āļĒāđāļŦāļĨāļ·āļāļāļāđāļāļāļĄāđāļāļāļāđāļĒāļąāļāđāļĄāđāļĢāļāļāđāļĨāļĒ
āļāļĢāļąāļāļāđāļāđāļĄāđāđāļĄāđāļĄāļĩāļāđāļāđāļŦāđāļāļĄāļāļāđāļāđāļāļŦāļąāļ§āđāļāđ
āđāļāļĩāđāļĒāđāļāļĩāđāļĒāđāļĄāđāļĄāļĩāļāļ°āđāļĢāļāđāļāļļāđāļĄāđāļāļŦāļĄāļāļāļ°āļāļĢāļąāļ
āļāļēāļāļēāļĢāļĒāđāļāđāļ°āļ āļđāļĄāļīāđāļāļāļķāļāļ§āđāļēāļ§āļąāļāļāļĩāđ
āđāļāđāļ
āļĄāļĩāļāļāļŦāļĢāļāļāļ°āļāļĢāļąāļ
āļāļąāļ§āđāļāđāļāđāļĄāļ·āđāļāļāļāļŦāļĄāļēāļĒāļāļāļąāļāļāļĩāđāļāļķāļāļĄāļ·āļāļāļāļāļĢāļđāļāļ
āļāļēāļāđāļāđāļĨāđāļ§āđāļĨāļ°āļāļąāđāļāļāļģāđāļŦāđāļāļĢāļđāļāļāļāļāļāđāļāđāļ§āđāļēāļāļĩāđ
āđāļĢāļāļāļĩāđāļāļāļāļēāļĒāļāļ°āđāļāļīāļāļāļēāļāđāļāļāļķāļāļāļ·āļāļāļēāļĢāđāļāđāđāļāđāļē
āđāļāļāļĒāļđāđāđāļāļāļ§āļēāļĄāļāļĢāļāļāļģāļāļāļāđāļāļĢāļŠāļąāļāļāļāđāļāđāļāļ°āđāļāđāļ
āļāļ§āļēāļĄāļāļĢāļāļāļģāļāļĩāđāļāļĩāļŦāļĢāļ·āļāđāļĄāđāļāļķāđāļāļāļąāļāļŠāļīāđāļāļāļĩāđāđāļĢāļē
āļāļāļīāļāļąāļāļīāļāļąāļāļāļāļāļāļāļąāđāļāļāļāļ°āļāļĩāđāļĄāļĩāļāļĩāļ§āļīāļāļāļĒāļđāđāļāļĨāļāļ
āļāļĩāļ§āļīāļāļĄāļąāļāļāļ°āļĄāļĩāļāļāļāļēāļĄāļ§āđāļēāđāļāđāļĢāļĩāļĒāļāļŦāļĄāļāđāļāđāļāļģāđāļĄāļĄāļē
āđāļāđāļāļāļĢāļđ
āļāļĩāļāļĢāļīāļāđāļāļĩāļāļāļĢāļđāļāļąāļāļŦāļĄāļāļāđāļ°āđāļŦāļĄāļ·āļāļāļāļąāļāļāļĒāļđāđ
āļāļĒāđāļēāļāļŦāļāļķāđāļāļāļ·āļāđāļāđāļāļāļ§āļēāļĄāļĢāļđāđāļāļĩāđāļĄāļĩāļāļĒāļđāđāļĢāļąāļāļĐāļē
āļāļđāđāļāļ·āđāļāļāļĢāļđāļĢāļąāļāļĐāļēāļāđāļ§āļĒāļāļēāļĢāđāļŦāđāļŠāļāļīāļāļąāļāļāļēāļāļ§āļāļŦāļĄāļ
āļāđāļĢāļąāļāļĐāļēāļāđāļ§āļĒāļāļēāļĢāđāļāļāļĒāđāđāļĄāļ·āđāļāđāļŦāđāļāļāļāļāļĩāđāļĢāļąāļāļĐāļē
āļāļĩāļāļķāđāļāđāļĢāļēāļāđāļĄāļĩāļāļ§āļēāļĄāļŠāļļāļāđāļāļāđāļ§āļĒāļāļĩāđāđāļāđāļāđāļŦāļāļļāļāļĨ
āļāļĩāđāļāļĢāļđāđāļāđāļāļāļĢāļđāļĄāļēāļāļĨāļāļāļāļĩāļ§āļīāļāđāļĨāļ°āđāļāđāđāļĄāđāļĄāļĩāļĨāļĄ
āļŦāļēāļĒāđāļāļāđāļĒāļąāļāļāļĒāļēāļāđāļāđāļāļāļĢāļđāļāđāļāđāļ
āļāļĩāđāļāļąāļāļŦāļāļđāļāļāđāļāđāļāļēāļāļģāļāļ§āļēāļĄāđāļāļēāļĢāļāļāļēāļāļēāļĢāļĒāđāđāļŦāļāđ
āļāļĢāļąāļāļāđāļ°
āļĄ.āļ
Weitere ÃĪhnliche Videos ansehen
Teacher (Thai Commercial by 7-Eleven)[Subtitle in English by KimTaeKong]
Heart Touching Teachers' Day Performance at IIT Kharagpur
Ang Kwento ni Mabuti | Genoveva Edroza Matute
Happy Teacher's Day - Reward for the Teachers ( Eng Sub-Thai Song)
UNSEEN: Think Before You Click (short film) [with Filipino and English subtitles]
Research to Practice - "Ethical Teachers, Ethical Researchers"
5.0 / 5 (0 votes)