Raise Your Hand if You Know the Answer

A core principle of the Professional Development School (the teaching intern partnership between the State College School District and Penn State’s College of Education) is that "inquiry" is an essential component, not only of learning, but of quality teaching.

The PDS philosophy of teacher inquiry is based on the idea that classroom teachers can, and should, generate knowledge about their practice; and that this research – what works, what doesn’t, and why - is a natural extension of good teaching.

That's why I look forward each year to the PDS Inquiry Conference where over seventy interns present the results of their inquires. I've never been disappointed, but this year I came away even more impressed by their professionalism; more appreciative for what they bring to their classrooms; and with a greater expectation for their future in education.

A little hyperbolic perhaps, but entirely justified.

My morning began with a presentation by first/second-grade intern Margaret Morton, whose inquiry originated with this "wondering": why are some students reluctant to participate in class, even those who are otherwise good students?

As you would expect, a large part of the answer has to do with the fear of being wrong, which afflicts a lot of people, regardless of academic ability. But what to do?

Margaret tried several approaches, but one strategy that proved particularly effective was the “buddy system”. Allowing pairs of students a little time to first discuss their thinking with each other gave them confidence that they were on the right track, and made them more comfortable about “going public” with their answer.

As good research tends to do, this lead me to a more fundamental wondering: why should students participate in class?  This has been a part of education for so long that the question is seldom asked.

A common reply is that “class participation will be 10% of your grade”, which is a terrible answer in that it only serves to externalize the motivation to learn. A better answer is the one Margaret offered: in order to contribute to the class.

However, the value of a student’s contribution depends a lot on what kind of answer you’re looking for.  “1776” and “93 million miles” do little to contribute to the learning of other students in the class, except to further demonstrate who the “smart” kids are.

Rather, it’s those questions for which there aren’t any “right” answers that provide the best opportunities for authentic student contribution. (By the way, this is especially true – or should be – in math class. What strategy did you use to approach this problem? Why? What other strategies could be used?)

A good answer (or question) is one that “contributes” to the class by provoking additional thinking, and learning, in other students.

Knowing how to generate and encourage authentic class participation – what kinds of questions to ask, and how to ask them - is a key part of how teachers create a classroom climate that is conducive to learning.

School climate and school "reform"

Creating an environment in which everyone - not just the teachers - feels valued and respected is not a “once-and-done” project; it needs to become part of the organizational DNA. This begins with the school board, who collectively set the tone for the entire district.

The reason this has to start at the board level is that you cannot begin the necessary conversations about school environment unless you establish a climate in which such conversations are possible.

If school officials – administrators and teachers - sense that the results are going to be used against them, this is the surest way to prevent the honest conversations that are essential to the process. People have to know that they will not be penalized for speaking honestly.

The logical first step is to find out where you “are”; that is, you need to make an honest assessment of your organizational, or school “climate”. What is the level of trust throughout the organization? Said another way, how do students, teachers, administrators and parents feel about their school and each other?

Most importantly, how conducive is that climate to learning? Here are a few questions to which you’d want answers:

Do students feel physically - and emotionally - safe? (Is bullying an issue?)
·    Intellectually safe? (Is it ok to be “smart”? Is curiosity encouraged?)
·    Do students feel connected to their teachers? Are their classes challenging and engaging?

Do teachers feel supported? Are their opinions valued?
·    Is it safe to expose their practices to administrators and other teachers for critical review?
·    Is “risk-taking encouraged? (Is it ok to try something new, even if it doesn’t work?)
·    Are there sufficient opportunities for collaboration?

Do the parents feel welcome in the school?
·    Are they encouraged to participate in their child’s education?
·    Do they receive adequate feedback from teachers?

Do principals have the skills needed in an educational leader?
·    Do they recognize good teaching, and can they offer constructive criticism?
·    Do they feel micro-managed by the school board?
Principals are the educational leaders of a school; more than anyone else, they are responsible for the school’s climate. Is that part of their evaluation process?

Does everyone feel that they have a say in how “their” school is run?

How these questions are answered will vary widely from one school to another - as will the actions the school community chooses to take in response - which is why a one-size-fits-all approach to school reform cannot work.

This brings me back to where I started this series: struggling to understand the Obama administration’s re-authorization blueprint. Why does the administration remain committed to a few approved strategies (including charters and school closings) for turning around low-performing schools?

The common thread is that each of their strategies requires a change in school leadership. But their reasoning is what’s important – Duncan and Obama see a change in school leadership as the key to changing the underlying issue of a toxic school culture.

On the importance of school culture, they are absolutely correct. The problem is there’s no evidence that any of the proposed interventions are effective!  (To me, they have an aroma of desperation.)

If you want to change the school climate, you have to go about it deliberately and patiently, with the full participation of all stakeholders. There are no quick fixes.


Next: If school climate is the foundation of school reform, then what’s the framework for the building?