“I
have found no greater satisfaction than achieving success through honest
dealing and strict adherence to the view that, for you to gain, those you deal
with should gain as well.”
Alan
Greenspan
By
Tommie Saylor
Kennedy
High School Principal
Someone
placed an article written by Michael Linsin, published on February 7, 2015, in
my mailbox. I do not know who placed this article in my mailbox that
contained many underlined passages and stared sections, for this individual
passed the article to me anonymously.
Personally,
I place very little stock into anything done anonymously. If you don’t
have the intestinal fortitude to “stand up” and let your convictions be known,
then your convictions must not be very strong. If your convictions are not very
strong, then why should I take them any more seriously than you? If you
ain’t got the guts to put your name on it, I don’t want to hear it.
Nevertheless,
this article argues – and I might add, very weakly –that teachers should not
give students choices. They should give them consequences. It goes on to
say that giving students choices instead of consequences jeopardizes the
student’s future. It can “lead them away from success, not toward it.”
This
article not only fails on a couple of very primal factors, it also stands as
evidence that any “bonehead” can write an article and get it published on the
web. That does not make it credible, researched, or authentic.
This
article does not take into consideration the bias of the instructor. If a
student is not given a fair and equal opportunity as every other student in
class, then it is the administrator’s job to step in and “level the playing
field.” If a student is being targeted by an instructor, has a physical
disability and the instructor refuses to make accommodations (one can’t expect
a student with a broken writing hand to write a two-page report in one, short
class period), or is publicly humiliated by the instructor, then it is the
administrator’s job to step in and take action. This has nothing to do
with “letting the student off the hook.” It has everything to do with ensuring
that every student is treated with dignity and respect, and receives a fair
opportunity to a high quality education.
The
author of this article also fails to understand that the instructor controls
the choices, not the student.
“Johnny,
it is your choice. Either you choose to sit down and complete your work, or you
are making the choice of being sent to the office (or ISS) with a disciplinary
referral.”
The
instructor is not screaming at the student, not trying to embarrass the
student, just informing the student what will happen if they refuse to comply.
This technique is research-based by dozens of educational experts, does not
strip the student’s sense of pride or self-esteem and is a very powerful tool
for the teacher. The parents are informed that their student had a choice, and he/she
did not choose wisely.
I
have never been accused of being “soft” on students. But at the same
time, I believe in being fair and honest. If an adult makes a mistake, then
we have the opportunity to model the behavior we want our students to emulate
by admitting the mistake and then fixing the mistake.
If
a student makes a mistake, I believe in giving the student this same opportunity.
Sometimes the mistake will require disciplinary measures, regardless of how the
student chooses to fix it. But at least the student is learning that in life
there are consequences for actions, and that people are more understanding if
you admit to it and accept the consequences. When one owns up to their
mistakes, those who sit in judgment have a tendency toward leniency.
The
purpose of discipline is to teach the perpetrator to never again commit an
offensive act. When a person accepts responsibility, then half the lesson has
already been learned and leniency is warranted.
According
to the article, students should be met with discipline that is immediate and
severe, paying no attention to circumstances, conditions, lessons that have
been taught or injustices. With this I cannot disagree more, for if you
believe that student misconduct should be met with swift, harsh, unyielding
consequences (retribution), then maybe you should rethink your career choice.
Perhaps
the Department of Corrections may be more suited to your liking.
As
for the rest of us, we expect students to make mistakes. We want students to
make mistakes. That is how you learn,
Discipline
without heart is just cruelty. Schools are not in the business of forcing
absolute compliance through ruthlessness. We are in the business of educating
and preparing today’s youth for the real world. Part of this is helping
students to learn how to deal with conflict, and how to work through stressful
situations without resorting to violence or misconduct.
We
want to teach students how to be responsible for their own actions. We want to teach
them that “coming clean” when you do something wrong is by far better than
trying to lie or covering up the incident. When a student makes a
mistake, when they violate the Code of Conduct, a true educator looks at the
situation as a learning opportunity.
Those
who believe in absolute adherence and takes the opportunity to slam dunk a
student for a mistake, is teaching the student that the policy is more
important than the student.
Remember,
the focus should be on our students, not on procedures (Robert Eaker). It’s
about learning, not about teaching (Richard DuFour).
To
the staff member who placed this article in my mailbox, your point has not been
proven. You were successful in strengthening my resolve in placing students
first.
On
another note, do you want me to take your advice? Remember, I’m the one who
overlooks the times you come in a few minutes late. When you leave a few
minutes early. I’m the guy who who remains silent when you miss some or all of
a staff meeting because something “important” has come up. I’m the one who
overlooks minor infractions because, in the big picture, they are not really that
important.
How
and where will you lead them. Making Kennedy the school of choice. Excellence
by design.
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