The Ripple Effect

The Voice of TEAM  Number 17 Fall 1999

T.E.A.M.: Teachers of Experiential and Adventure Methodology

In this issue:

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"What is Worth Fighting For in Your School?" 
by Scott Gill

A group of high school biology teachers are discussing which publisher they should choose for the text book. George wants the book by W.C. Brown, Chris wants the D.C. Heath book, and Alice is satisfied with the BSCS blue version they presently use. Each is adamant about their choice.

The district curriculum director wants the middle school math teachers to allow a greater percentage of students to take algebra in the 8th grade. The district believes that approximately 25% of all 8th grade students should be successful in algebra. The math teachers claim that approximately 18% is a more realistic number. The math teachers are considering going to the superintendent with their argument.

The first grade teachers have been going to staff development to improve reading instruction. One group has received information on direct instruction and believe it is the answer to the reading instructional problems they have experienced. Another group believes that whole language is the answer and that direct instruction is inadequate in teaching reading comprehension. Yet a third group has just returned from a conference called guided reading and they are enthused about this method of reading instruction. It becomes obvious that the first grade teachers are separating themselves in three distinct camps or groups.

Most often in teaching these are the types of issues that teachers identify with and become the issues causing teachers to take a stand and "fight" for their opinion. The high school teachers are arguing over the text selection - not the instructional methods, not the inclusion of special needs students, not the classroom climate or student expectations. The middle school teachers will tell you that their 8th graders are not ready for algebra, that the students are not capable of learning algebraic concepts at that age. The fact that in most other countries algebra is taught in the sixth and seventh grades is not mentioned. And the elementary teachers miss the point that all three methods of reading instruction have value and worth. Indeed, within the same classroom, depending on the ability of the students, there may be students that could benefit from each of the methods.

Reading the Fullan and Hargreaves book, "What's Worth Fighting For In Your School, has given me the opportunity to stop and reflect on the essentials in education that I personally believe are worth the battle. I am reminded that Steven Covey, in his book on "Principle-Centered Leadership", mentions that too often we are taught skills without knowing the principles upon which the skills are based. With limited knowledge and understanding we then believe that the skills are the solution to the problems. Yet, when the circumstances change and we are faced with a solution for which we have not practiced or have been given skills to address, we are at a loss. If we understand the principles shaping the skills, then regardless of the circumstances we have the principles to inform the action.

Expeditionary Learning, a New American Schools model for high performing schools, is based on ten design principles. If our practices were based on these ten design principles (many educational programs have similar principles) then questions about what text, the ability of students to succeed with rigorous work, or instructional methods would become less of an issue. No matter the text, if teaching was based on these principles, students would succeed. In classrooms based on these design principles students would feel the support and security to attempt academic rigor. In a first grade classroom, teachers would understand the need to individualize instructional methods to meet the developmental needs of each child.

The ten design principles of Expeditionary Learning include:
* The Primacy of Self-Discovery - Why does my thirteen year old son know more about the computer than his father, who has taken multiple classes on computer usage? Self discovery is a powerful learning tool for all students.
* The Having of Wonderful Ideas.
* The Responsibility for Learning - Prior to a campout the leader asks the scouts to make an equipment list. Upon reviewing the list the leader notices that the scouts neglected to include a dining fly. Since it is not a safety or health issue, the leader makes the decision not to correct the group but to pack a dining fly himself in case of a problem. On the campout it begins to rain. Realizing they forgot to include a rain fly, the scouts create a shelter for cooking using some extra plastic ground sheets one of the boys had. The leader doesn't let on that he has a dining fly with him. On the next campout the scouts make a note to include a dining fly. If the leader always corrected the scouts, how invested would they be in coming up with the equipment list?
* Intimacy and Caring - The students I immediately connected with in my 8th grade classroom were the ones I had coached while they were in 7th grade. Having students and teachers know each other on a personal and human level is vital to the positive classroom climate.
* Success and Failure - Creating a climate where students feel secure in taking risked involves building a confidence through a fair measure of success. It is equally important not to protect students from failure. Academic achievement is fostered in an atmosphere of continuous improvement.
* Collaboration and Competition - If the competition in the classroom is against one's own previous best effort, then collaboration with others is promoted. If competition is against each other, what is the point in collaboration?
* Diversity and Inclusivity - Learning communities that are heterogeneous have greater power and experiences from which to draw. Students should be encouraged to value and draw upon a variety of histories and backgrounds.
* The Natural World - How often people who talk about their most powerful learning experience have mentioned a field trip or an experience beyond the classroom. The power of the natural setting can create life long memories.
* Reflection and Solitude - Some of my best thinking occurs when I am cutting the grass. Time for reflection and being by one's self is important and often missed in the classroom.
* Service and Compassion - On an Outward Bound course you are all crew, not passengers. Even in our most engaging classrooms students are frequently just spectators. Learning occurs best when you are actively engaged in problems that have real consequences. Combining learning with community service gives value and meaning to the experience beyond the technical learning.

What is worth fighting for in your school? If our schools were based upon these design principles, or ones similar to these, then questions about text, student ability to learn, and instructional methods would become secondary to the creation of the climate and culture for learning. Rote memorization of facts and figures may allow a student to score well on the multiple choice question - but would not nurture the type of student prepared to live in the twenty first century. Schools that come together and garner agreement on a mission or vision based on principles like these can get on with the business of school improvement because they would have something from which all their decisions could be based or grounded. As new situations and circumstances arise, there are guiding principles that will inform the decisions and actions. Schools, classrooms, and instruction based on these principles are worth fighting for!

Scott Gill is a Regional Director with Expeditionary Learning Outward Bound. The central US office is located at 1090 Alta Vista, Dubuque, Iowa 52001. The phone number is 319-588-8473. The e-mail address is sgill@pcii.net .