Entry # 32:
We Need to Trust Ourselves
to Know What Works
What's the relationship between what Dewey calls "a machine-like simulation
of the attitudes of intelligent interest" and meaningful teaching and
learning? I've been reading "Beyond Discipline, From Compliance to
Community" by Alfie Kohn all weekend, and I'm more concerned than ever
about the ways we're organizing our schools.
However, I am having a hard time separating what I think is right from what
I think is possible in our oversized schools and classrooms. Kohn's focus
on participatory democracy appeals to me. When he talks about constructivism
in terms of class processes and curriculum, he makes sense.
I can even set aside my defensiveness and agree that using all those extrinsic
rewards in my classroom wasn't such a good idea after all. Yet, when I think
about having 310 kids a week last year, my resolve starts to weaken.
Handing down rules and expectations, demanding compliance, clarifying consequences...been
there, done that, and resented having to waste time on it. I took great
pains to couch these rules as "rights and responsibilities", but
they were "my" rules nonetheless. Most teachers see these "management
strategies" as the necessary evils we have to set in place before the
real work of teaching and learning can begin. I know I did.
Been there, done that
I've also been in more than one discussion where teachers complained about
having to periodically revisit these basics because the students' behaviors
seemed to be unravelling. The venting usually went something like this,
"These kids can't handle group work." or "I'm just going
to put my desks back into rows until they show me they can handle labs."
I won't even start to count the number of rooms I've visited with dark and
dusty computer screens. Here again, the technology isn't being used because
"the kids can't stay on task, can't take turns etc." This year
I had a librarian tell me she didn't want the Internet because she couldn't
allow kids to work independently and she couldn't give the one to one attention
it required.
I did keep my kids in groups. I only turned the computers off when we were
doing testing, but I did rely on elaborate "management" plans
to keep things working. Last year when I didn't have the time to get to
know my classes well, to build even the semblance of community, I had major
problems. My response was to develop one elaborate management plan after
another, as if it was a substitute for the community building that was sorely
lacking.
I had lessons that were well prepared. I had 18 computers and lots of books
and materials for my kids to use, but we wasted lots of time on discipline.
One of my sixth grade classes was a struggle all year. I dreaded it and
I know the kids did too.
They thought computer class was a joke because it didn't count toward their
promotion or retention. Are our grading systems just one more extension
of the extrinsic rewards Kohn's talking about?
They wanted free time to play games or surf the net. I insisted on projects.
We were locked in battle all year. Unfortunately, we both lost out. I felt
like a cop, and judging by the looks on their faces, they felt like my prisoners.
When my elaborate plans fell flat, I did try to have the conversations that
Kohn calls for in his book. I asked the kids how we could make the class
worthwhile and I tried to implement their suggestions, but there was a core
of kids who never bought into it.
I never understood their resistance. Was it part of a generalized rejection
of school? This group gave everyone a hard time. Was it a response to their
advisor's disrespectful treatment of them as a group? I didn't like the
way she treated them either, but she wasn't open to any teaming or sharing
of feedback. Did the kids distrust my sincerity when I wasn't willing to
discuss her behavior toward them?
Does it take a whole school?
How much can be accomplished in one classroom? Does the whole team or school
need to be ready for a change? I'm pro-union, but must confess to feeling
hamstrung by the antics of teachers who, I know are doing kids a disservice.
They make us all look badly, and our failure to work as a team makes us
look like hypocrites who only believe in teamwork for others.
Kohn talks about the assumptions inherent in an organization or model built
on discipline, management, maintaining order etc. He raises important questions
about whether we see our kids as inherently "trustworthy" or not.
These questions take on additional layers of meaning when our kids are not
members of the dominant culture.
He also raises a point about the role of controversy or conflict in learning.
He questions whether students are encouraged to challenge ideas and assumptions
as part of their effort to make meaning. He correctly doubts that most teachers
view intellectual conflict as part and parcel of the excitement of learning.
Challenging questions are generally treated as an assault on our authority.
Students are not allowed to engage in meaningful discussions and then we
complain about their inability to have polite conversations. Disagreement
gets equated with bad manners and gets put on a par with interrupting or
insulting others, especially if the disagreement is with the teacher.
How do we expect students to take their place as participants in a democracy?
Do we take our own place as citizens seriously or are we content to be part
of the mob? Do we just complacently follow along or do we know how to question
authority? I went to Catholic school and was taught to obey, pure and simple.
I have been called impolite for pressing my question or point in a meeting
or two. It's uncomfortable to be treated as though you are rude for wanting
to know why. I understand why people get loud when they don't get answers,
when their questions are ignored, or better yet when those in power act
like they did answer, but the questioner just didn't understand.
Time to face the truth
I think we need to stop dodging the questions and their logical answers.
I think we need to start leading the challenge. I agree with Kohn and that
agreement has direct implications for how we organize our schools and our
classrooms.
We know smaller is better so we need to go for it, albeit within our big
buildings. We know that students learn from doing, so we need to "do"
democracy in our classrooms and stop acting like it will lead to chaos.
Do we really believe that democracy and chaos are synonymous?
We need to dismantle the machinery of the factory model and focus on the
relationship building that our school communities need to successfully move
forward. We need to trust ourselves, our kids and their families to know
what we need and what works.
It won't be easy to make these changes and it won't be asked about on the
standardized test, but it will support the critical thinking and citizenship
that we claim to value above all else.
[Editor's note: Deb is co-moderator of the
MiddleWeb listserve.]
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