Smart & Good High Schools - The Flippen Group

CHAPTER 5: Fostering the 8 Strengths of Character—Outcome 5IF WE MADE THE RULESStudents would not be allowed to . . ._________________________________________________________________________________________________________________________________________________________________________________________Students would be encouraged to . . ._________________________________________________________________________________________________________________________________________________________________________________________The groups then report out—first the things studentswould not be allowed to do, and then the things theywould be encouraged to do. The teacher keeps a runninglist on the board. In the “not allowed” category, studentstypically list things such as “litter,” “come late,” “put downothers,” “interrupt teaching,” and “dominate conversation.”In the “would be encouraged” category, they list thingssuch as “follow the Golden Rule,” “take good notes,”“come to class prepared,” “ask questions,” “keep the classclean,” and “help each other learn.”After students share their lists, the teacher adds his ideas.Then he makes a composite list from all his classes, givesevery student a copy, and says, “You own them, you honorthem.”A veteran teacher who recently began having studentsparticipate in developing the classroom rules testified toits transformative effect on her teaching.I call it the Respect Contract. 9 I’ve found it liberating.Before, I used to be up here, and they were down there. Iwas so preoccupied with maintaining my position of authority.With the Respect Contract, I can be accountable to thesame standards as my students. It’s convinced me that academiceducation is secondary to building character. If youbuild character, everything else will fall into place. They’llwant to come to class; they’ll want to work. I used to sendkids to the office every day. I haven’t written a disciplinereferral in three years.The principal at this teacher’s school said, “Some teachersdon’t do this [have the students help make the rules]because it makes them feel vulnerable. But the faculty inour school who take this approach don’t make disciplinereferrals. And they aren’t burned out by the end of theyear.”“I haven’t written a discipline referralin three years.”The Compact for ExcellenceA practice that we have developed and pilot-tested effectivelywith several middle schools is the “Compact forExcellence.” Consistent with this report’s emphasis onperformance character and moral character, the Compactincludes both academic and behavioral expectations. Theteacher initiates a conversation that goes like this:Think of a classroom that you really liked. Did the studentsgoof off, or did they work hard and learn a lot? Did theyact disrespectfully toward the teacher and each other, or didthey treat the teacher and each other with respect?In surveys, students say they like and respect teachers whohave high expectations for learning and high expectationsfor behavior. Students also say they don’t like teachers whodon’t teach well or who allow students to get away withbad behavior.Effective classrooms, in short, are ones in which both thestudents and the teacher:1. Do their best work—work of excellence of which theycan be proud.2. Treat others with respect and care—so that every memberof the learning community is glad to be there.These are the two parts of a Compact for Excellence: doyour best work, and be your best in relationships with otherpeople. The next question: What rules do we need that willhelp us achieve these two goals? Since the word “compact”means agreement, we’re going to develop these rules together.Then the teacher puts students in small groups, giveseach group two sheets of butcher paper, and asks them towork together to generate:150Smart & Good High Schools