Posts Tagged taking responsibility

Students Curb Classroom Misbehavior with ‘Shirt of Shame’

Published by EducationNews.org — What can happen when a group makes up its own rules and consequences.

shame_shirt

At the beginning of this school year, chemistry teacher Brandon Haggerty facilitated a negotiation among his “Crew” students to agree on group norms for themselves.  Haggerty’s school, the Greene Charter School in rural, leafy Exeter, RI, is an Expeditionary Learning school where what would otherwise be an advisory program group are “Crews.”  Crews are like advisories, but they also have responsibilities they must accomplish as a team, like tending the vegetable garden.  Of course, creating group norms is a good idea for any work team, youth or adult.  People collaborate best if they have clear expectations of one another.  And it’s good experience for successful careers.

So these 12th-grade Crew members developed a solid set of mutual rules that govern issues like confidentiality, consensus decision-making, and my favorite: “keep it light and positive, avoid drama and vindictiveness.”  Articulating their own rules gives kids a say in the matter and an understanding of why they need rules.

But this year was a little different.  The year before, Greene had begun the work of implementing Restorative Practices, which build strong communities that include everyone, including the “bad” kids.  So this fall, Haggerty’s group went a step beyond setting mutual expectations and also mapped out a set of consequences for not adhering to their own rules.  The group — Haggerty himself represents only one of the voices — will decide which of the consequences fit the norm violation.  They brainstormed and settled on four “fallouts,” as they called them.  Which are:

*  Give two compliments — in the event of a thoughtless criticism, for example;

*  Put a nickel in a money jar — for things like a mindless swear;

*  Give up their phone to Mr. Haggerty for Crew period — and surely you know what a sacrifice this is;

*  Wear the shirt of shame for as long as the group decides — for serious offenses.

This kind of accountability is about being responsible. 

As of this writing, the specific shirt had not been chosen.  They have several contenders.  It’s clearly fun to think about.  Furthermore, the kids proudly announced that the shirt would not be washed, although you could see a startled Dean of Students, Alex Edelmann, considering pushing back on this feature.  Not that she did.  Yet.  Let the kids figure it out.

Student Jessica says, “This kind of accountability is about being responsible.  You own up to your actions to yourself and whoever you offended or hurt.  I’m thinking that this will probably keep certain people who disrupt from doing that.  I know it wouldn’t be worth it to me to have to wear the dirty shirt just to interrupt and be disruptive.”

And there you have it.  This Crew is creating their own social control system.  We all resist other people’s rules and regulations when we don’t see what’s in it for us.  When these teens get drivers’ licenses, for example, hopefully they’ll have a deeper understanding that traffic laws are there to keep them safer on the roads.

Teens are naturally narcissistic, invincible, and not fully mindful of the consequences of their own actions.  By creating consequences along with norms, they teach each other that order in their own classroom is up to them to maintain, not someone else’s work.

Granted, a shirt of shame sounds like born-again Puritanism.

It’s a little like putting people in stocks.  But this is not a sentence imposed by an adult or anyone but themselves.  Youth would naturally devise “fallouts” that are more real to them and more socially expensive than anything they can just dismiss as “the teacher doesn’t like me.”  Suspensions don’t work well as deterrents.  Instead, as Jessica points out, that shirt would seriously discourage the kinds of behavior the kids themselves dislike most.

A restorative culture helps kids and adults own their community’s health and happiness.  Everyone, adults and kids, can expect to be called on to account for their actions, and therefore learn to verbalize what they were thinking, feeling, or hoping to get from their behavior.  (Sometimes the behavior makes a lot more sense than you would have guessed.)  Restorative justice/practices often get a bad rap for being “soft,” but many students would far rather be suspended than have to stand there and explain their thinking, or lack of it – never mind wear that shirt.

Another Greene teacher, Meg Dutton, had also gotten her Crew to agree to their own restorative consequences.  And in fact, one of her students misbehaved.  But he took responsibility for his actions, and per their class consequences, he dutifully sang a song for 30 seconds.  Since that incident, the class has endured zero misbehavior.

Nope, it’s just not worth it.

 

Julia Steiny is a freelance columnist who also blogs about Restorative Practices and Restorative Justice. After serving on the Providence School Board, she became the Providence Journal’s education columnist for 16 years, and has written for many other outlets. As the founding director of the Youth Restoration Project, she’s been building demonstration projects in Rhode Island since 2008. She analyses data and provides communications consulting on Information Works! and the RIDataHUB, through The Providence Plan. For more detail, see juliasteiny.com or contact her at juliasteiny@gmail.com or 24 Corliss Street #40022, Providence, RI 02904.

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Graduating From High School With Great Work Habits

Published by EducationNews.org — At this school students take ownership of their behavior as well as their learning.

“Aaaaah, someone let the chickens out.”

Melissa Hall, Vice Principal of Greene Charter School in W. Greenwich, RI, has been keeping an eye out the window behind her desk while she and others were answering my questions.  A staff member looks up from her work in the school’s cramped administrative office and offers to deal with it.  Pausing a moment, Hall says, “No… Not yet.  There are kids out there.  Let’s wait to see if they handle it.”

Clearly, the 9-graders responsible for tending to the school’s chickens got distracted and had an oops.  Chickens, compost and a garden are integral to Greene’s focus on the environment.  Each staff member heads up a “crew” of 15 students who meet daily, at least, and together they steward their local eco-system while learning to be a team.

After a bit, Hall turns her back to the window, pleased to report that the escaped poultry were back in their coop.  At no point were the adults particularly fussed about the problem.  They were on it, if need be, but far better to let the kids have a minor panic about their carelessness.  Natural consequences are great teachers.  Adults do kids no favor by jumping up to fix things for them before they have had a chance to make things right themselves.

This is huge.  And, as Head of School Deanna Duncan points out, it takes patience and gobs of attention to cultivate an atmosphere of accepting responsibility.  Many parents and teachers struggle mightily with just getting the kids to do their school work, never mind doing service in the community or turning compost.  But the Expeditionary Learning (EL) approach that Greene has adopted believes that “We are crew, not passengers.”  Adults and students alike are “strengthened by acts of consequential service to others.”  They have jobs and obligations for their mutual benefit.  They’re in it together, and they’re not passive.

But what’s even huger, to my mind, is that Greene and their EL design consultants have not only brought back from the near-dead, but enhanced one of my all-time favorite educational innovations: “advisories.”  Back in the late 1980s, the seminal work Turning Points insisted that public schools “personalize” education.  That horribly impersonal word referred to having small groups of students regularly hang with an adult to ensure that every kid was known well by at least one adult in the building.  Advisories were designed to counter the lack of attention kids were getting at home and in their communities.  So-called “factory-model” schools just replicated kids’ starvation for healthy attention, and in many ways made it worse.  Private schools have always had some form of advisory to make good on their promise to give “personal attention” to the student.

Advisories seem like a well-duh of education.

Sadly, these days, many schools that still schedule advisory time allow teachers to waste the time by letting the kids do their homework, talk or text.  At Greene “Crew” has a curriculum of its own designed to teach students Habits of Work (HOW), including giving them tasks they have to figure with their team.  The Crews stay together for 4 years, so if you’re not getting along, you’d better learn how to.  These behavioral expectations, the HOW, are spelled out in detail.  Students learn both the sort of chore-related reliability and good ‘tude habits that everyone needs to keep a job.  But math and literacy are also woven throughout.  One goal states:  “I can demonstrate basic financial math to promote my understanding of our economic system.”

The over-arching questions of Crew are:

* Who am I?

* How am I doing?

* Who do I want to be?

The habits are graded according to two big categories.  Students can get straight “A”s in their academic subjects, but if they blow their performance on HOW, privileges and choices are reduced.  If students fail either of the HOW grades, they’ll need to do 30 hours of community service over the summer.

So, for example, Jamiel, a senior from Johnston, says, “I had big trouble with the math.  Math is everywhere; it’s part of everyday life.  If you can’t do math, you can’t do much.  So I had to have tutoring over the summer.  But here at Greene, we have this “yet” thing.  I can’t do this YET.  You can’t say ‘I can’t,’ but you can say ‘I can’t do that yet.’  So I work with being in the moment with the work.  I’m growing a positive mindset.”

Crews explore colleges together and help one another with the applications.  They act as a peer-accountability system that helps emerging adults mature into habits of self-control and self-maintenance that are at least as important as academics when starting out post-high-school.

Duncan says, “Our students know what it means to learn the good habits that will help them be successful out in the world.  We intentionally spend as much time focused on climate and culture as on academics.  Students need to take ownership of their behavior as well as their learning.  We all have to be responsible to our community.”

Including those wanton chickens.

Julia Steiny is a freelance columnist whose work also regularly appears at GoLocalProv.com and GoLocalWorcester.com. She is the founding director of the Youth Restoration Project, a restorative-practices initiative, currently building a demonstration project in Central Falls, Rhode Island. She consults for schools and government initiatives, including regular work for The Providence Plan for whom she analyzes data. For more detail, see juliasteiny.com or contact her at juliasteiny@gmail.com or c/o GoLocalProv, 44 Weybosset Street.

 

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