Talking Taylor Schools: 2016-03-27

“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.