“Adult-ism” Verses Climates of Excellence??
Insist or Enlist???
Enlisting OR Insisting
Goal: Developing responsible, critical thinkers and problem solvers.
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Goal: Imposed academic/behavioral standards and maintaining order. Obedience main focus.
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Problems are opportunities. Adults interact with students to assist and model problem solving. Conflict positive.
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Problems are trouble. Adults’ emphasis is on suppression of problems and conflict. Conflict negative.
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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.
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Rules are ABUNDANT. Rules promote conformity, mask problem solving deficiencies, impede student learning. Consequence driven. Social and Emotional learning is absent.
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Student and staff feedback about and criticism of the environment is solicited and valued. Perceptual data used to investigate climate.
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Feedback on the environment is limited or non-existing. Perceptual data is not used to evaluate the school climate.
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Student government tackles real life problems, works to improve the environment of the school community.
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Student government is adult controlled, and tasks focus on event planning.
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Social Status: Adults/students recognize helpfulness and contributions of all students are celebrated.
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Social Status: Bestowed by adults upon “gifted” students and those who conform.
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Community Service: “Service Learning” is viewed as an exercise to promote empathy, citizenship, and community living skills.
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Community Service: Intermittent activities reserved for most capable students or associated with restitution for one’s “anti-social” behavior.
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Adult vernacular regarding students is respectful, hopeful and encouraging.
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Adult vernacular regarding students is demeaning, intolerant, or discouraging.
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