Oct 31

Why Care Matters #SpringValleyAssault

I’ve been thinking a lot about the Spring Valley assault. Lots of people have written about it in important ways. What that video showed in the context of racial injustice and the Black Lives Matter movement is of paramount importance. The larger socio-political ramifications of that video – of what happened to that young woman – are a devastating example of how our schools fall far short of the promise of equity and justice that so many of us who are teachers aspire to. 

And, as others have written, this clearly was not a one-time event. The reaction of the students showed they had seen behavior like this before. There was no reaction of shock, as there should have been, when seeing a classmate thrown to the floor violently. 

But beyond whether or not the administration knew they had a police officer known as “Officer Slam” in their building… or even what it means to have police officers in schools… there’s a question that needs to be asked — would this have happened if there was a system in place so that every student in that school was powerfully cared for?

Because, as horrible as the actions of the officer were, the school failed that young woman before the officer ever put his hands on her. They failed her because the adults cared more that she left the classroom than they did about what was causing her to shut down in that way. 

This event is why it is of the utmost importance that we as educators understand the difference between “care about” and “care for,” why it is important that we say “We teach students,” rather than “We teach subjects.” Because when we acknowledge, understand and truly believe that no subject we teach is more important than the child in front of us, then there’s no way that the teacher or the administrator makes the wrong-headed decision that getting her out of the room was far more important than finding out what was wrong. And there was no way that the teacher and the administrator would not have known that the young woman had just lost her mother. 

This is why it is essential that we create systems in our schools where every child is known and every child is cared for. In our schools, every child should know who their advocate is, and that advocate should ensure that students in crisis are known and cared for by all. At SLA, that is our Advisory program. At other schools, they call it family group. In some middle schools, it’s a looping program so that students and teachers stay together. But in every school, there should be a structure in the school day so that the adults— all of the adults, not just the counselors — have the time to care for the children.

And this is most important for students who have been underserved by our schools, because oftentimes, those students who have been underserved feel that no one cares about them at school. And too often, those students are the same students who are sent a message every day that our society doesn’t care enough about them either. We need to couple the structures like Advisory with professional development toward cultural competency so that all teachers understand what it means to truly know and respect students, no matter the differences (or honestly, sometimes similarities) between teacher and student. We can build systems and structures that cross racial, gender, socio-economic boundaries and allow everyone in our schools to be seen for all that they are in powerful, positive, humanistic ways.

Because every child deserves to be known in school. Every child deserves an advocate. It cannot happen by luck or fiat. We can’t just hope it happens. We can’t just tell the stories of the teacher who has some of the kids eat lunch in her classroom every day… or the coach who drives her players home from practice. To do that and to not systematize it so that every child is known is to all but guarantee that some children will go through school isolated and uncared for. And, in the world we live in, we can be sure that that will disproportionately happen to children of color and children of poverty. 

We can do better. We can do it now. In all our schools. We owe it to every child we teach. We owe it to her. 

Aug 08

Making Advisory Work

[This post comes out of Friday’s work session with the Innovative Schools network where principals and counselors and teachers and social workers came together to talk about how they care for the children in their schools. It was wonderful to spend the day with caring, committed educators, planning for ways to better care for the children in their charge.]

Lots of schools have Advisory programs, but there are many schools where Advisory is little more than homeroom. For some reason, Advisory – despite being something that many educators will tell you can / should be a great thing – remains an elusive success in too many places. And with the proliferation of education books out there, it’s telling that the quintessential book on Advisory – The Advisory Guide by Poliner and Lieber – is over ten years old.

But done right, Advisory is nothing less than the soul of a school. It is where Noddings’ ideas of the ethic of care can live and breathe in the structure and schedule of a school. Done right, Advisory guarantees that every student in a school will know they are cared for, and that they have an advocate. Done right, Advisory levels the power dynamic between teachers and students that can transform school culture from authoritarian to authoritative. Of all the things SLA does, Advisory strikes me as one of the most important pieces of our culture — and one of the most easily poachable by other schools.

But it has to be nurtured. I think in many schools, working on being a good Advisor doesn’t get the necessary professional development time, and too many teachers (myself included, more often than I care to admit) often plan Advisory last because it’s not an “academic” class. And those two things can combine to kill effective Advisory programs.

And we have to help teachers be good Advisors? There’s nothing about the typical teacher preparation program that does this. Those programs (especially at the secondary level) focus on how to help teachers be great teachers of their content, not great teachers of their children. So how do you plan for care? How do you help teachers become Advisors? What are the big ideas and questions we have to ask if we are to create powerful Advisory programs in schools?

  • How do you develop caring relationships with kids? What does that look like? How do we care for kids? Fundamentally, teachers have to grapple with this question to be good Advisors. One of our teachers at SLA says that he is “School Dad” for his Advisees, which may be one way to start to answer that question. And yes, that answer can look different for different teachers, but we have to be willing to tackle the question to make Advisory successful. Aspects of this question also include helping teachers to be good listeners to kids and helping teachers to understand the different cultures and communities that students come from, and helping them to examine issues of implicit bias so that they can respect and care for all students in a way that doesn’t simply mean that teachers look to impose their own value systems on their students and Advisees.
  • How do you make Advisory class time successful / useful? (Full disclosure here – I don’t think I did this all that well as an Advisor. I was good at the one-to-one with kids, but I don’t think I maximized the time we spent together.) Schools can and should give PD time for Advisors to meet together by grade-group to co-plan, develop themes, share activities, etc… this takes the onus off of the individual teacher to always come up with activities. Also, some of the best Advisors I’ve seen have co-planned some of the class time with the students, which also creates powerful buy-in from students.
  • How do we develop our ability to act as advocates and mediators for our Advisees? One of the core functions of a high-level Advisory is the ability for Advisors to help navigate the spaces when students and teachers come into conflict. In traditional schooling, the power dynamic between students and teachers is such that students can often feel shut down when they have conflict with a teacher. Advisors can level that playing field and help students and teachers build healthier relationships inside the academic classroom by moderating and mediating those hard conversations. Engaging in professional development where teachers role play how to be on both ends of that conversation can prepare teachers to fundamentally change the dynamics of the classroom to create more equitable, healthier schools for everyone.
  • How do we build partnerships with families? Helping advisors work with families is key to a successful Advisory program. Making sure that parents know that Advisors are there for them – as well as their children – is powerful. Helping advisors learn how to talk with families in positive ways that respects the different cultures and communities that families come from is another piece of the work that must go into building a positive Advisory culture.
  • How do you prevent “bunker mentality” between Advisors and Advisees? This one falls under the category of “What is the worst consequence of your best idea?” It can be too easy for Advisors to think they are the only adult who can help an Advisee… and it can be too easy for Advisees to be think that and Advisor is going to keep their secrets for them in unhealthy ways. Advisory professional development can — and should — engage in discussions about what can be dealt with within the context of the Advisor-Advisee relationship and what needs to involve other adults and why. And Advisors need to be open and honest with their kids up front when they say, “I cannot keep things confidential if that would jeopardize your well-being.” Learning how a trusting relationship with students must include other adults is a powerful part of building a healthy Advisory program.

The hard part about all these questions is that there are few concrete answers, and schools (and individual Advisors within schools) will come to different places on how they answer them. But these questions must be engaged in openly, honestly and often for schools to have powerful, transformative Advisory programs. There is no such thing as the “add water and stir” Advisory program. They are as different as the students we teach and the schools we teach in. But, at root, Advisory programs can be living proof of the ethic of care in our schools. They can make sure that we do, indeed, teach the whole child for every child. And they can be, as we strive to make it at SLA, the soul of our schools.

 

Jun 14

It’s Not Just Kid Behavior

How many times have you heard a colleague say — or said yourself — “That’s just kids?” I’ve probably used some version of that statement a few thousand times in my career as an educator.

It’s a pretty innocuous statement, in fact, it often is a kind statement used to diffuse tension or to ensure that an adult in a school doesn’t overreach to a student’s behavior.

But I worry that it’s subtly not as helpful as we think it is.

I think it may be more powerful to think about student and teacher – kid and adult behavior – on a continuum of human behavior. So much of what we see from students is, as David Perkins might call it, the junior varsity version of adult behaviors. And when we create the space for us to see our students’ behavior as more similar to our own behaviors than we’d like to admit, we can come to a place where we think about the consequences for actions in a far more humanistic way than if we think that “kid behavior” is instead something that we can make kids grow up and out of.

Am I suggesting that there’s no difference between the maturity and actions of a 15-year-old or a eight year old and a forty-year old? No… of course not, but our motivations, our responses to situations, our frequent foibles are often along a continuum where, if we look hard, we can see the adult in the child and vice versa. And that should help us forgive more quickly, seek to punish less frequently, and be willing to understand more deeply.

It’s when that teacher with the Draconian late work policy realizes that the school secretary has to chase him down for his attendance every day.

Or when that teacher who gets so frustrated by the student who always has to be the first one with a comment in a class discussion realizes that she does the same in a faculty meeting.

Or the principal who gets so annoyed with kids being loud at lunch with their friends stops to take a minute and hear the volume of their own laughter at a faculty luncheon.

That’s when we can see behavior is not simply “kid behavior” or “adult behavior,” but rather it is simply human behavior – as awesome and flawed and frustrating as we all can be. And when we see ourselves in our students, when we do not use language — even when it is meant to be kind and understanding — to other our students, we create the conditions by which we can better understand, know and serve the students we teach.