“Adult-ism” Verses Climates of Excellence in our Schools
Schools and teachers can change lives! Yet many of our schools continue to create school cultures centered around meeting the needs of ADULTS!! Does you school ask the students what this place of learning is like for them?? How about your teachers?
Does your school discipline policy....... Insist or Enlist???
Insist- The Obedience Model of School Discipline
Goal: Imposed academic/behavioral standards and maintaining order.
Obedience is the main focus. Rules and consequences are prevalent in the entire system. Do this or we will punish you!!!
Problems are trouble. Adults’ emphasis is on suppression of problems and conflict. School culture is........Conflict negative.
Rules are ABUNDANT. Rules promote conformity, mask problem solving deficiencies, impede student learning.
Consequence driven. Social and Emotional learning is absent.
Feedback on the environment is limited or non-existing. Perceptual data is not collected by the school to evaluate the school climate.
Student government is adult controlled, and tasks focus on event planning.
Do it or else!!!! ( Yes, 19 states still paddle kids in our public schools )
Social Status: Bestowed by adults upon “gifted” students and those who conform!!
Community Service: Intermittent activities reserved for most capable students or associated with restitution for one’s “anti-social” behavior.
Adult vernacular regarding students is demeaning, intolerant, or discouraging.
Troubled kids are banished or expelled.
We expel these kids to nowhere!!
Enlist!!!-- Strength-Based, Student Empowerment
Goal: Developing responsible, critical thinkers and problem solvers.
Problems are opportunities. Adults interact with students to assist and model problem solving. Conflict positive.
Rules are FEW and have meaning for all. They are agree on collaboratively and encourage “rights” with “responsibilities”. Social and Emotional Learning is formally taught.
Student and staff feedback about and criticism of the environment is solicited and valued. Perceptual data used to investigate climate.
Student government tackles real life problems, works to improve the environment of the school community.
Social Status: Adults/students recognize helpfulness and contributions of all students are celebrated.
Community Service: “Service Learning” is viewed as an exercise to promote empathy, citizenship, and community living skills.
Adult vernacular regarding students is respectful, hopeful and encouraging.
Resiliency ……Student Centered not Adult centered!! How can I serve you?
The resiliency literature is very clear, “turnaround teachers” change lives!!
For the children and youth that we serve a special teacher, a “turnaround teacher”, was not just an instructor for academic skills, but also a positive model for personal identification.
These “turnaround teachers” go beyond establishing positive relationships and forge connections with the children and youth they teach.
The strategies and approaches used by “turnaround teachers” provide a set of best practices to guide us as we continue to become the best teacher we can be.
Resilience, School Connectedness and Academic Achievement
Resilience is the capacity of an individual to overcome difficult and challenging life circumstances and risk factors. Educational resilience is the ability of children to succeed academically despite risk factors that make it difficult for them to succeed (Benard,1991; Wang, Haertel, & Walberg, 1997, 1998).
Discipline: Think Differently!!
What do you want to accomplish?--- “Begin With The End In Mind.” ( S. Covey)
Obedience Model:
· Goal: Student will follow orders.
· Principle: Do what “I” want.
· Rules: Vague or Rigid/Inflexible
· Intervention: Punishment
· Results: External Locus of Control
· Student Learns: Don’t get caught. Not my responsibility.
Obedience actions/ language of adults: NAG-----NAG----THREATEN-----PUNISH
Responsibility Model
v Goal: Teach students to make responsible decisions.
v Principle: To learn from the outcome of your choices.
v Rules: Structured/Flexibility
v Intervention: Teach cause/effect relationships.
v Results: Toward an internal locus of control.
v Student Learns: I cause my own outcomes.
Responsibility actions/language of adults: CONNECT----CLARIFY---RESTORE
As always...let me know what you think......
Teacher at NEW CASTELAR COLLEGE SL
6yAgain, great stuff... now the actual actions that the class teacher can take to work within a school model that is adult centered are needed. The situation as I see it is that individual staff members can get a foothold in at the ground level, but singularly a groundswell takes a long time to build. With time of the essence, and real change to occur, and the top down approach firmly gripping the reins,what actions are open to us? I love my school and my job, I only want to see calm, clever adults, helping children be emotionally intelligent as well as academically and creatively so.
Founder: Level Up Counselling | Wellbeing & Culture Builder | Experienced Educational Leader | Studying Master of Counselling | Working with men, families & teenagers to build healthy habits & strong character values
6yGreat terminology. I’ve been trying to articulate these differences.
Consultant, Speaker & Trainer - Safe & Healthy Children, Youth & Families
6yYes! I agree the approach that reinforces the student's (anyone's) personal locus of control and responsibility and encourages relational respect is far preferable. Thanks for the positive thoughts!
Owner Teaching Comes Home
6yYes - so much of what we see in our schools on both sides of the pond is effectively 'Divide and Rule' rather than 'Unite and Lead.' The latter has to be the way forward. I know from my own experience that every troublesome child (and adult) is troubled and I invariably end up thinking there by the grace of God go I. If we enlivened and transformed our education we would also be enlivening and transforming our societies.