High School Social Culture

High School Subculture

University of Michigan: Cool Kids and Losers: The Psychology of High School Students in Peer Groups and Cliques

Wikipedia: Peer Pressure

Essential Question: Can institutional structure have an effect on peer pressure and social ostracization?

Respect

"People want the attention -- no one likes to feel like an underappreciated cog in an overworked machine."
~ Vicki Davis

Vicki was commenting on a post from Ed Tech Trek titled "I'm beaming". In the post, Caroline Obannon was expressing her joy when working individually with a teacher who saw clearly and enthusiastically how a tool could be used in his classroom.



The moral of the story is that teachers are very, very busy people and need to be treated with respect. It is so very easy for people who don't spend every day in the classroom to pontificate by throwing out elaborate schemes that in the end are not workable given limited time and energy. I saw it many times during my 32 years in the classroom. Those who work on making changes in our schools must do so without arrogance and self-righteousness. It is time to start trusting teachers while giving them our support.

The ultimate irony is for an outsider to give a lecture to a crowd of teachers on a professional development day on how teachers should be using collaboration, teamwork, constructivism, project-based learning, and interdisciplinary teaching with their students. And yet, how often does it happen? I know I've been guilty of that approach. Not good.

Coincidentally, thanks to Michael Richards' Notes from Millie D blog, I discovered the following:

An Ode to Study Groups

By Folwell Dunbar

From the early Neolithic or late Pliocene
To just yesterday afternoon around half past four
The professional development most often seen
Had participants screaming and running for the door!

The principal would attend a workshop in July,
Buy the hottest new book or some videocassette.
He would come back to school with a twinkle in his eye
And write an S.I.P. teachers could never regret!

A Ph.D. with a huge ego and résumé
Would visit the school two or three times during the year.
And show every last teacher an enlightened way
To make A.Y.P. without even an ounce of fear.

He would stand at the podium and preach to the choir
Bout' NCLB and shared accountability.
"We must raise the bar and then jump higher and higher!
Teach from bell to bell with sense and sensitivity!"

The teachers would leave the cafetorium in glee
With reams of information packed with jargon to spare.
Lugging binders and handouts (at a nominal fee),
They would return to class both in rapture and aware...

Of research-based "best practices" that were tried and true
And lesson strategies that could not possibly fail!
The administration was sharp, knew just what to do:
They had "stood and delivered" the PD Holy Grail!

But as we all know, school change is a tricky business;
It's hard as a tack and never happens overnight.
Workshops don't work, all victims would certainly confess.
It requires blood, sweat, and tears and a terrific fight!

Faculty buy-in and active participation
Are key ingredients for real, successful reform.
To bring about such a meaningful transformation
We have to make the two an essential PD norm.

Embed them throughout the entire training process
To ensure that teachers get both what they want and need.
Create a new culture dedicated to progress
Where everyone has an opportunity to lead.

To accomplish this, there is only one thing to do:
Sound the alarm and rally the much-beleaguered troops;
Get rid of workshops and empower the in-school crew.
Change the paradigm; adopt faculty study groups!

Six to eight people working together side by side
Go explore topics and issues relevant to each.
They travel miles and miles deep and hardly an inch wide,
Until they discover a better, new way to teach.

From crunching numbers to trying a new high-tech tool,
From reading a great book to designing a lesson,
They do any number of things to improve the school.
It is always worthwhile and occasionally fun.

Study groups will increase student achievement and more.
They will earn the school district and state impunity.
But much more important than any assessment score,
You'll be a professional learning community!

Let's hope that the the phrase, professional learning community, doesn't deteriorate to simply mean business as usual. Let's not use language to get in the way of communication . . . but instead to help develop clarity and understanding.

Daniel Pink Interviews Thomas Friedman

Essential Question: What is the function of parents and schools in the 21st Century?

Excellent article in February 2008 issue of the School Administrator combining the ideas of Daniel Pink and Thomas Friedman.

"Pink: Does this call into question the concept of the “school” as we typically think of it? In a world where information was scarce, schools operated as kind of a repository of that precious resource. But now information is abundant. A school doesn’t have to harvest and distribute this scarce resource. It has to serve some other kind of function.

Friedman: Right. When information is really abundant, when we can literally pluck it out of the air, you need people to sift it, sort it and connect it.

Pink: Sifters, sorters, connectors, “yes but-ers.” That’s a nice way to describe a teacher’s role today. Now let me ask you a question that’s tinged a little bit with politics. Neither one of us are educators. But we’ve both had the good fortune to talk to lots of teachers, principals and superintendents over the last year. I suspect that being a sifter, a sorter and a yes but-er in a world of No Child Left Behind is pretty difficult." More . . .

Related:

Steve Jobs Speech
Parenting

Do You Remember These?

Readers who are old-timers might connect with some of the images expressed in this Statler Brothers song. Or here is another version from YouTube . . .



This leads me to these questions:

Are we sharing the stories of our cultural past with our children? Are connections being made from one generation to the next in a meaningful manner? Does it matter?

Oral History Interview Resources

Timeline Resources

Resources for Twentieth Century Music, History and Culture

Skowhegan

Keith Kelley's "Half the Man"

Digital Storytelling Resources

Maine Memory Network

Windows on Maine

Northeast Historic Film

School Culture & Climate @ Oxford Hills

Oxford Hills School District devoted their professional development day today to student behavior and school culture and climate. All approximately 600 employees, including bus drivers, custodians, cafeteria and maintenance workers, started the day out with an introduction to the PBIS model. Employees later went to smaller groups to hear about ways to identify and deal with harassment and sexual harassment. The day ended with individual building members meeting together to discuss local needs. They had earlier taken a survey using one of the popular free online survey tools.

PBIS Resources

Behavior Management Resources
Rights & Responsibilities Resources
Process Skills
Classroom Management Resources
Character Resources
Bullying Resources

The Smell of Bacon at Climate & Culture Morning Meeting

You gotta love it. I connect with Mountain Valley Middle School as often as I can, being an additional resource for their literacy initiative and building-wide climate and culture focus. It is such a joy to observe the light-hearted social interaction of this staff combined with the serious work of school improvement. Today, as I arrive, a complete breakfast including the smell of bacon drew me to the home economics room where the staff gathers before the professional development meeting. Friendly place . . .nice touch.

This morning's topic was bullying. There's an enthusiastic and well-organized committee that leads the monthly late-arrival meeting devoted to school climate and culture.

Here's leadership that respects the group process, but perhaps more importantly, knows how to do it. The congeniality that comes from working through issues with patience in a collaborative manner shines through, mixing laughter and good humor with the more serious realities of working in a school. Want a model for PLC's? Look no further - they understand the concept at MVMS.

Today's task was to work in groups to try to come to a consensus on the consequences of different types of inappropriate language in the building. The discussion was to the point, relating to the realities. To me, the process was the important thing.

How is discipline and behavior management in buildings used to create a school that is friendly, caring, and encourages the best in each student as well as civility?

Behavior Management Resources
Rights & Responsibilities Resources
Process Skills
Classroom Management Resources
Character Resources
Bullying Resources

Professional Learning Communities

Rhythm

I've been watching a fascinating show on Ovation TV with George Martin called Rhythm of Life.

The idea is that there is rhythm everywhere there is life. Rhythm in everything.

Confession: I've always thought that the arts should be considered the true "basics" of school curriculum instead of reading, 'riting, and 'rithmetic.

What do you think - is a sense of rhythm important in children's lives? Is a sense of rhythm important in adult lives?



One obvious change that has taken place in my lifetime is that schedules are not cast in stone to the degree that they were in Pleasantville. The family eating together at a set time every evening is much less common now than a couple of generations ago. We now have cable, VCR's and DVD's and TIVO's that can shift programming times that wasn't possible earlier. The number of choices has expanded at an exponential rate so that the type of common daily experiences that tie together our culture has changed radically . . . and perhaps decreased. How does this effect community and human character?

A couple other questions: Is there a rhythm in digital technology and our online experiences? If there is a rhythm, how is it different?

Rhythm Resources

Universal Access to Laptops?

by Olga LaPlante

I happen to have a friend staying in Thailand at the moment, and working at an international school. International also implies private, or not free.
When we talk about China, or Asia (which would then include Thailand), do we somehow have this stereotype that those kids are well-educated, successful and pose a serious threat to US job-seekers? It will be safe to say yes.

Now, last time we spoke (on Skype, of course), he said (he teaches French), that he has a small class, they are all A students. They say, "That's all???" after he assigns homework, quite disappointed... He said that they might enjoy joining Alliance Francaise, and they did to take a course. It's middle school students by the way.

Now, my question was - to my friend's son who is a high school student now - do you have laptops? He said - no, we have like 4 computers in the lab/library.

Does this tell you anything? Can US schooling be in the large part a product of the culture, rather than limited resources, poverty, ESL students etc.?

Comments?