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Category Archives: Ideas to try
Back to School Tip: Create and apply the rules together
Obedience or Rights and Responsibilities?
As we set up our classrooms and start the new school year, we need rules that motivate students from within. Encouraging high personal standards in our students takes more than positing a chart of the classroom rules. It requires a positive approach to discipline that:
- teaches responsibility (intrinsic motivation) over time
- rather than merely expects obedience (extrinsic motivation).
Children are more likely to follow guidelines for behavior (rules) that they had a role in developing, understand, and view as fair. The school, classroom, and home are the most natural and logical places to give children an active role in defining what it means to be a contributing member of a well-functioning community. This includes defining and living according to the rights and responsibilities shared by all members of the group. They learn rules are not arbitrary and mean, but helpful guidelines for getting along with each other.
Classroom management based on personal responsibility is more effective than traditional authoritarian control. The obedience model sends the message that students must follow the rules that adults impose without question regardless of the students’ ideas of right and wrong, special needs or circumstances, instincts and experiences. The message from adults is, You must behave in a certain way because I have the power and I tell you to do it. The obedience model says, Here is the list of what you can and cannot do. The responsibility model tells children, I believe you know what is right and wrong and can do better. I will help you respect others and take responsibility for your choices.
The Obedience Model
Obedience develops behavior motivated by an external locus of control instead of an internal conscience. If a student’s primary goal is to avoid being caught and getting in trouble, this can motivate him to hide or lie about his behavior. If caught, he may blame it on someone else or try to get even with the enforcer. This creates an adversarial and disrespectful environment that damages the single most important factor for a safe and effective school climate: positive relationships among members.
Obedience may tempt teachers and parents with:
- The power of an absolute authority.
- A sense that they have the power and control over their children.
- A predetermined comprehensive list of rules and matching punishments.
- Some hope of keeping children “in line.”
- And the most alluring of all–compliance.
But a focus on obedience also leads to children who:
- Lack emotional maturity and self-discipline.
- Cannot own up to their choices and fix the messes they make.
- Are not able to think critically or problem solve and make decisions.
- Feel powerless and frustrated.
- Withdraw or “act out.”
- Blame others for their behavior.
- Engage in power struggles.
- And the last thing we want to promote: act in aggressive ways – covertly and overtly.
The Rights and Responsibility Model
Compare this to another message that is communicated to students: We respect you as an individual with basic needs and hopes, and we believe you have or can develop the skills to make constructive choices. We understand the context of your life and will hold you to a high standard while we guide you to being successful.
Such a climate, based on rights and responsibilities, offers teachers:
- Healthy relationships with students.
- Satisfying interactions and more time to teach.
- Less frustration and more success with handling misbehavior.
- A redefinition of their role from warden to mentor.
- A sharing of power.
- Steady progress toward accomplishing meaningful goals.
- The chance to take discipline off the top of their list of concerns.
And it leads to students and eventually to citizens who:
- Are motivated from within.
- Have a sense of right and wrong.
- Are critical and creative problem-solvers who make healthy choices.
- Work toward the good of the community.
- Are not afraid to take the emotional and intellectual risks needed to learn.
- Recognize and respect the rights of others.
- Act ethically.
- Stand up for what they believe is right.
- Take responsibility and fix any messes they make.
The rights and responsibilities approach asks students to develop the rules together. They discuss how they should behave in the classroom and school in order for everyone to get along, feel safe, and have an opportunity to learn. They can describe what the perfect classroom would be like and use that as the basis of a code of conduct. Students then come together to see the rationale behind behavior guidelines and understand the cause and effect of their actions.
When a child breaks a rule or code of conduct, we keep the focus on building the child’s self-control and remember that we are there to teach. We want them to develop an internal guidance system, and not to behave well just because we are watching. We can ask them to apply the New Golden Rule of Empathy – Do unto others as they would like you to do unto them – when they find themselves in a challenging situation. And rather than imposing punishment, we use a verbal or written behavior plan that teaches problem solving and builds character by asking these questions:
- What behavior got you here?
- Why was that behavior a problem?
- What could you choose to do instead next time?
- How will you make amends for your behavior now?
With this type of positive discipline, children learn that:
- Adults do care about them and want them to do well.
- Everyone shares the same basic human rights.
- Rules define how they should behave in a learning community.
- What they say and do is who they are.
- They have the personal power and responsibility to make good choices.
- If they cause of problem, they have to fix it.
The New Golden Rule of Empathy – all we need?
The Golden Rule: “Do unto others as you would have them do unto you.”
A familiar, simple ethic. But is it enough?
This basic tenet of reciprocity– mutual care and concern –has been embraced by civilizations and religions for thousands of years. The many wordings all share a common vision of how human beings should treat each other. The message is this: If I do not like something, I will not do it to someone else.
We teach the Golden Rule everywhere – in our homes, in our faiths, and in our schools – and it is a good place to start, but, no, it isn’t enough. For children (and all of us!) to internalize the deeper meaning of the concept, we have to go beyond this egocentric view to a promise of:
mutual care and concern at multiple levels…
that of the individual,
of one’s culture,
and of all of humanity.
With this change in perspective, we see how the Golden Rule is one of empathy, based on mutual concern and care that applies to individual preferences, cultural expectations, and basic human rights.
This broadened understanding means we can put ourselves in another’s place, see life through their eyes, and have a better idea of what is right for them. With a concept of reciprocity we go beyond parroting an axiom to true appreciation for the most fundamental and virtuous of character traits: empathy. And empathy leads to respectful and compassionate conduct toward others.
This New Golden Rule of Empathy gives us these peace-building principles to live by:
- I would not like you to ignore my personal wishes and feelings, so I will honor your personal wishes and feelings and expect you to honor mine.
- My culture may have different beliefs and customs from yours, so I will respect your culture and expect you to respect mine.
- Regardless of my individual perspectives and preferences or the norms of my culture, all people have basic human rights, and I will honor these rights and expect others to do so for me.
The Result?
Quite a learning environment
Quite a home life
Quite a community
Quite a world
New Hampshire, what were you thinking?
New Hampshire, what did you do?
You have managed to shock the education world with this new law.
The state legislature passed a new law, effective January 1, 2012, which requires public school districts to write and implement a policy to allow parents to object to any lesson taught to their children, for any reason. In addition, the school must offer the child an alternative lesson that is acceptable to the parents and the district. The intent and undefined scope of the law is astounding; it makes everything a teacher does, in any content area, subject to second-guessing and outright opposition. And if parents opt to exercise their new rights to object in any numbers, the law is also logistically unworkable. Even one objection by a parent can consume a chunk of a teacher’s precious instructional and preparation time.
Why did this issue come up now?
The curriculum is more standardized and scrutinized than ever before.
It comes at a time when a teacher’s curriculum has likely passed many levels of scrutiny, revision, and approval, and is expected of all children within the state. Gone are the days when teachers decided what to teach by the textbooks found on the classroom shelves, or on what interested them or their students. States now expect every teacher, in every classroom, to use the state-defined learning standards to drive their curriculum and to assess student progress. Deciding what is taught and when it is taught is an involved, time intensive process. These state standards serve as the overarching expectations for all students, and are typically well-thought out and logical. School districts then use the standards and performance indicators to develop a spiraling K-12 curriculum, with learning objectives, materials, and assessments that teach the approved content, attitudes, and skills at each grade level until graduation.
The result is a standard curriculum in grade level classrooms within a building, in all schools in a district, and from district to district throughout the state, one that builds on what was taught and hopefully mastered the previous year. How the standards are actually taught in the classroom is not dictated by the state. This is where teachers are able to apply their professional knowledge and teaching skills to create daily lesson plans that include specific concepts and learner objectives, teaching materials, instructional methods, and learning activities. They are answerable to the state education department and the public for the progress their students make toward mastering the standards.
The logistics are a nightmare!
Did you consider how this would actually work in the real world?
If a lesson must be substituted for one a parent feels is objectionable for some reason, who writes the lesson and who determines whether the content of any substitute lesson is appropriate for teaching in a public school? Who screens the lesson for bias or proselytizing? Who makes sure the content is factual and enables the student to meet the learning standards set for him by the state and district? And what happens if parents want to insert lessons or materials that condone or demonize a particular religion, that preach intolerance of certain groups, or that misrepresent the facts? How will this testy situation be handled?
Was this legislation even necessary in the first place?
What a can of contentious worms your unnecessary law opens up within a school community!
Public school parents already have the prerogative to object to something happening in the school or classroom. But this law sends the message that parents may now determine what their child is taught specifically, down to approving individual lessons and materials. Wise principals and teachers have always listened to parents’ concerns, and accommodated their requests when possible. But they were not obligated to change the curriculum to fit a parent’s views. As long as what they were teaching was age appropriate and followed the district and state curriculum, the school was on solid ground to respectfully decline the request. The message that the school will provide alternative lessons to meet a parent’s beliefs, biases, religion, etc is unworkable and an unwise broadening of control by factions within a community.
Did you think this through on a conceptual level before you approved it?
You seem to have forgotten why a free, democratic society depends on a public educational system.
Schools are a powerful force for the common good yet, that educator Horace Mann called the “great equalizer” of the condition of humankind. We live in a society of many cultures and subcultures that are rich with differences and that share common goals. Students represent the diversity seen in society. Public education in a democracy is predicated on a philosophy of tolerance and understanding of differing opinions and cultures. All children are welcome regardless of their and their parents’ beliefs, race and ethnicity, socio-economic status and educational level, gender, sexual orientation, religion, and special learning needs. The more students are exposed to, learn about, understand, and respect that which is different from them, the more harmonious a society we create. In the words of Albert Schweitzer, “The first step in the evolution of ethics is a sense of solidarity with other human beings.”
So not only is this law a logistical quagmire, it is a fundamental misreading of the purpose of public education in this country. It undermines the concept of school as a place where teachers and students share ideas freely in a climate of respect, where children learn to judge new ideas against what they already know, and to evaluate the ideas on their merits. We build solidarity based on empathy and compassion. It is the place where students practice the pro-social skills needed to make good personal decisions and to treat others well. What is taught is fit for a pluralist society where public schools do the job of preparing our children to be citizens of good character, who are analytical and creative thinkers and problem solvers.
SCHOOL CLIMATE 