Reinventing Public Education: A Categorical Imperative!

Transforming/reinventing public education in America is well within the realm of possibility because it is a relatively simple human engineering challenge. The obstacles to its realization exist not in the architecture or mechanics of a solution rather in the politics of change. Those obstacles begin with how difficult it is for people to step outside their paradigms and envision a different reality. Being able to envision a new reality is important to all human beings but is imperative for educators if we are to insure equality in education.

The danger we all face when confronted with a long history of disappointing outcomes is succumbing to resignation that we are powerless to alter those outcomes. It is so easy to become inured to the human consequences.

In public education, disappointing outcomes have been a fact of life for generations and the consequences have had an adverse impact on virtually all aspects of American society. Teachers entering the profession almost always believe that all kids can learn but, over time, they are confronted with the reality that so very many of them do not. Some educators succumb to the proposition that there are children who cannot learn.

That so many of these students are poor, black, and other minorities makes it inevitable that some men and women—not a majority, we believe—will draw unfortunate conclusions. Educators must be challenged to reject stereotyping or profiling by racial, ethnic, or any other categorization and conclude, instead, that the problem is not that these kids all look alike, rather that they experience similar disadvantages.

This tradition of unacceptable outcomes will not be altered until educators take a paradigm leap and imagine a new reality outside the boundaries of conventional thinking. Envisioning an alternate reality does not guarantee a solution, however. Even when we discover a transformational solution, we are still faced with one of greatest challenges facing organizations; we must overcome the paralysis of inertia.

What teachers, principals, and other administrators must do is simple. They must acknowledge that what they are asked to do in their schools and classrooms is not working for many students, especially the disadvantaged. They must be encouraged to forget about what the critics say; forget about the corporate reformers and the politicians who have been influenced by them; and, forget about test scores.

The only thing that matters to teachers is what they see in their classrooms. Not all teachers can see the pattern from their classroom, however, nor can all principals. Those educators blessed to work in high performing schools must not turn a blind eye to the challenges faced by so many of their colleagues.  They must remind themselves, often, that “if not for the grace of God, that could be me.” They must stand shoulder to shoulder with their colleagues in our most challenging schools and districts.

Superintendents have a special responsibility to provide positive leadership and in districts populated by struggling schools and failing students, superintendents must be strong enough to share the truth of what they witness. Their responsibility includes their students, the men and women who staff their schools, and the communities they have been chosen to serve. It serves none of these interests to act as if everything is okay.

It may be unreasonable to expect all top administrators to break from tradition, but they must be  relentless in challenging the assumptions of conventional wisdom. When these leaders see a long pattern of academic distress, they must feel compelled to act because if they do not, who can? 

It is not my desire to shower these good men and women with blame, but I do challenge them to accept responsibility. Blame and responsibility are two entirely different things. There is an essential principle of positive leadership that suggests “it is only when we begin to accept responsibility for the disappointing outcomes that plague us that we begin to acquire the power to change them.”

It has long been my belief that the top executives of any organization must be positive leaders with a passionate commitment to their mission. I have observed far too many leaders in education, whether superintendents or principals, who appear to be administrators more than powerful, positive leaders. Because most were hired and are evaluated based on their administrative experience and skills, we should not be surprised. Those graduate programs for school administrators that do not place great emphasis on leaderships skills must be challenged to rethink their mission.

It is my assertion that the absence of dynamic, positive leadership in school districts throughout the U.S. has given rise to a groundswell of dissatisfaction that, in turn, has opened the door for education reformers. These reformers—also good men and women—are only striving to fill a void of leadership. They see inaction from the leaders of public schools in the face of decades of unacceptable outcomes. Those outcomes are the millions of young people leaving school without the academic skills necessary to be full partners in the American enterprise.

What is unfortunate is that the solutions these education reformers and their political supporters offer have proven to be no more effective than the public schools they are striving to supplant. And, why should we be surprised when all they do is change buildings, call it a charter school, and ask teachers to do the same job they would be asked to do in public schools. They rely on the same obsolete education process and it is inevitable that they will get the same results.

This flawed education process impacts every child, adversely. To disadvantaged students, those impacts are often devastating.

Once again, I ask the reader to consider an alternate approach; a new model designed to focus on relationships and giving every child as much time as they need to learn every lesson, at their own best speed. Please check out The Hawkins Model© not seeking reasons why it won’t work rather striving to imagine what it would be like to teach in such an environment.

The ultimate measure of the success of our schools is not graduation rates, or the percentage of students going off to college. Education must be measured by each student’s ability to utilize, in the real world, that which he or she has learned; regardless of the directions they have chosen for their lives. Education must be evaluated on the quality of choices available to its young men and women.

Whether you are a teacher, principal, or superintendent, how does one explain that all your dedication, best efforts, and innovation over the last half century have produced so little in the way of meaningful improvements in the outcomes of disadvantaged students?

Blaming outside forces is unacceptable. If the pathway to our destination is obstructed, do we give up or do we seek an alternate route? If we succeed in treating the illnesses and injuries of some patients does this let us off the hook in dealing with people whose illnesses and injuries are both more serious, and more challenging? “They all count, or no one counts.”

It serves no purpose to beat the superintendents of our nation’s public school districts about the head and shoulders, but we have a responsibility to hold them accountable. 

If teachers would rally together and utilize the collective power of their unions and associations to challenge conventional wisdom, they would gain support and become a revolution. The same is true of administrators and their associations. If teachers and administrators would link arms, they would become an irresistible force, not for incremental improvements, but for transformational change.  

Is there any doubt in the reader’s mind that if teachers and administrators were united behind a positive new idea that would assure the quality of education of every one of our children, that their communities would rally to the cause?

Educators, you truly do have the power to alter the reality that is public education for every child in America.

A CALL TO ACTION: A New Civil Rights Movement Focused on Public Education!

Education is a civil rights issue of our time just as education and segregation were in the 1950s. Back then, the challenge was breaking down the barriers that prevented black children from attending public schools.  Thanks to the civil rights leaders of 50s and 60s, all children are permitted to attend public schools, but not much else has changed. Academic performance of many poor and minority children, blacks especially, still charts well below classmates.

Poverty still pervades the black communities and those of other minorities, and they are populated with multiple generations of men and women who have always failed in school. Far too many of their sons and daughters fill the seats of the schoolhouse-to-jailhouse express to overflowing; adding “criminal justice reform” to the list of civil rights issues.

Shutting down the schoolhouse-to-jailhouse pipeline is a point on everyone’s priority list, but all the talk and pledges in the world will not alter our current reality until we begin to alter the forces that drive that reality. Even then we cannot change, overnight, that which has taken generations to evolve.

The problems are systemic, and we must address the inherent imperfections of systems, not treat the symptoms of those imperfections.

The issue of criminal justice provides a useful example. For people who have not worked in the criminal justice system, the reactive nature of the system is often misunderstood. Our courts do not go out and seek people to load up their dockets nor do corrections facilities recruit inmates. Each institution must deal with the people delivered to its door.

Our police departments respond to complaints, patrol to deter crime, and act when witnessing evidence of illegal activity. Abuses of their power are not part of law enforcement training protocols, they are aberrant behavior; whether resulting from prejudice, poor training, or breaches of policy.

Although founded on the principles of democracy and on the rights and responsibilities protected and expected under the U.S. Constitution, the criminal justice system, like all systems of human design, are imperfect. When these systems are inundated, both the imperfections of the systems and the prejudices of some of its people are exposed. It is such aberrations that destroy trust between law enforcement and the communities they exist to serve and protect.

The criminal justice system is inundated because the schoolhouse-to-jailhouse pipeline is overflowing. We will not be effective in improving the efficacy of the criminal justice system until we address the social problems that overload its circuits. We must understand why the pipeline exists and the simple and convenient answers of poverty and discrimination are not very helpful. 

If we have learned anything over the last 60-plus years, it is that  we cannot legislate an end to the prejudices and enmity in the hearts of man. We cannot wish away the social realities that devastate the lives of so many people.

While necessary, protesting the injustices in society will not alter the social realities of our communities.

The only way to protect blacks and other minorities from discrimination and the imperfections of the justice system is to reduce the flow of people entering that system.

The only way to keep young black and other minority men and women from entering the system is to help them become impervious to discrimination by giving them a menu of meaningful choices.

The only way to provide them with meaningful choices is to make meaningful changes in the education process that was intended to provide them with those choices.

The only way to ensure a quality education for every child is to alter an education process that, historically, has not served the interests of society’s most vulnerable children; whatever the genesis of that vulnerability.

Like poverty and discrimination, the schoolhouse-to-jailhouse pipeline is a consequence of something that is not working the way our society needs it to work. That something is the “education process” at work in our schools, both our public schools and private. Whether they will admit it or not, virtually every educator understands that what they are being asked to do does not work for many children. Our education process has been obsolete for generations.

From the perspective of this observer, when the growing population of students demanded a reconfiguration of the process, in the early years of public education, the mounting cost and the need for operational efficiency obscured the essential purpose of education. We must redefine that purpose, which was to ensure that the unique needs of individual students are met.

Far too many of the young men and women leaving high school, today, with or without diplomas, are bereft of meaningful choices of what to do with their lives to find joy and to provide for themselves and families. When they leave school, this population of students opts for the only choice available to them: return to the communities from which they came, unprepared to participate in what the rest of us think of as the American dream.

Clearly, the education process is not meeting the needs of these young people. Unfortunately for society and educators alike, we blame our schools and teachers for the flaws of the process rather than the process, itself.

The consequence for society is that the education reforms, innovations, and initiatives of the last half century or more were like seeds planted in barren soil. Even the best ideas in the world will not take root in an environment unable to provide the nutrients necessary for germination, let alone blossoming.

A special report published, just this morning, in EdWeek UPDATE illustrates my point. The report notes that there is “no measurable gap between charters, traditional public schools on national tests.”

The charter school movement has not fixed what is broken in our schools because they still rely on the same education process as other schools. Just changing names, buildings, and teachers doesn’t change that which does not work.

In the interim, notwithstanding the litany of education reforms, American society has seen significant erosion of its faith in our public schools and teachers, never quite comprehending that teachers are as much victims of flawed education process as the students and communities they were employed to serve.

Americans are left with an education process that is the functional equivalent of a maelstrom in which children, communities, teachers, school, administrators, policy makers, and elected officials have become entrapped. It is an education process that cannot be fixed from the inside out.

As difficult as it may be, everyone involved in or who has a stake in the American education system must fight their way to the shore, climb out of the maelstrom, and examine the process from a new perspective. They must be challenged to take a paradigm leap and seek solutions outside the boundaries of conventional wisdom.

For that purpose, I have developed an education model that has been created to serve no purpose other than meet the unique needs of each one of our children. The Hawkins Model© is designed to allow teachers to focus on relationships and to ensure that every student has as much time and attention as they need to learn as much as they are able, at their own best pace. Only in such a learning environment can teachers help children develop their intellectual, physical, and emotional potential and begin discovering their special talents, interests, and aspirations.

The one thing educators dare not do, after fighting their way to the shore, is to dive back into the maelstrom where they will be engulfed in hopelessness; powerless to alter the destiny of our society and our participatory democracy.

Should not our Schools Be Set Up On the Basis of How Children Learn?

One of the principles of Positive Leadership is to challenge people to re-think their underlying assumptions about why we do what we do. Education in America provides a perfect example of a system or education process that demands a complete re-examination.

Think about how children learn to walk or ride a bike. Children learn these things very much the same way they learn almost everything else. We provide lots of encouragement and many opportunities to practice whatever it is they are striving to learn. We understand that some children learn more quickly than others and, when we are teaching them to walk or ride a bike, we do not push them to learn any more quickly than they are able. We know that the only thing that matters is that they do learn.

When children make a mistake while learning to walk or ride a bike, they fall down. When that happens, we pick them up, we comfort them, give them a hug or a kiss, dust them off, and we encourage them to try again. When they finally get it, we celebrate their accomplishment just like we celebrate all victories. Victory is just another word for success.

What we don’t do is tally the number of times they fall, nor do we diminish the degree to which we celebrate their ultimate success based on the number of mistakes they made along the way. We also do not push them ahead before they are ready.

If we are helping two children learn how to ride a bike, simultaneously, and one child catches on more quickly, we do not stop working with the child who is struggling and tell them time is up. Neither do we push the second child to take off in pursuit. We certainly do not start teaching both children more advanced skills, rather, we give each the attention they need appropriate to their progress.

We continue to work with the child who struggles and we do so patiently, providing lots of support and encouragement. Once both children are riding proficiently, we do not remind the latter child that their counterpart learned more quickly, nor do we celebrate the quicker child’s success more lavishly. The reality is that, once both have learned, one rides every bit as good as the other and has just as much fun. Once one masters a skill, it no longer matters, in the least, that one student took longer to learn than another.

Now, think about how we teach children in many of our schools. We present a lesson to the entire class and we encourage them to practice, both at school and at home. We call it homework, not practice. The next day, we gather up all the homework and we review the most common mistakes that students make to help them learn from their mistakes. We, then, require our teachers to do one or more of three things that are incomprehensible when you think about it.

The first is that we do not, routinely, give struggling students whatever extra time they need to understand their mistakes. If they are to acquire a sufficient level of mastery of the subject matter to demonstrate to us that they understand and can use the knowledge or skill, proficiently, they must have time to learn from all their mistakes, even the uncommon ones.

Secondly, teachers will either record the grades of their students’ practice assignments or give or withhold credit for those assignments. They, then, factor a students’ scores/credits into their final grade at the end of the grading period, which often influences their grades at the end of a semester or school year.

The third unfathomable thing teachers are expected to do is require struggling students to move on to the next lesson in a textbook or syllabus, ready or not. It is as if the designers of the education process did not consider that for students to understand many lessons, they must be able to apply what they have learned on previous lessons. Teachers are expected to let their students advance without the prerequisite knowledge and understanding they will need.

The fact that one or more of our students is poorly prepared for the next lesson might trouble us, but the expectation of the education process and entire American educational system is that we move everyone along to make sure we cover, within arbitrary time frames, all of the material identified by the educational standards that drive our curricula and our competency testing process.

It was not always this way. When we first began teaching children, in a classroom setting, the only thing that mattered was whether each child learned as much as they were able at their own best speed. How, along the way from the early days of public schools until now, did we gravitate away from a focus on individual student achievement to an environment where we judge schools and teachers based on whether their classrooms are on an acceptable pace with respect to academic standards?

We also label the students who learned more quickly and successfully as “A”  or “B” students or “honor” students and, we label the slower kids as “C”, “D”, or even “F” students. We may or may not feel some sense of concern that these labels may follow our students well into the future, but that is what is expected of teachers. We ask teachers to shove aside their reticence and plunge ahead.

If we look closely and carefully, we will probably be able to tell that the kids we have labeled as “A” or “B” students seem to be having more fun and demonstrate more enthusiasm for learning than their “C, D, or F” classmates. Certainly they enjoy more success. In fact, it does not take long before it becomes clear that the latter group of children is having no fun at all and are demonstrating a diminished enthusiasm for learning. Oh, well, as the saying goes, “it is what it is!”

We observe this fully understanding that it is as much fun to learn successfully as it is demoralizing to fail repeatedly. How often do we refuse to play a game at which we habitually lose? How can one learn how to be successful without experiencing success?

If we were to examine this practice from a positive leadership perspective, what an educator, school principal, school superintendent, or educational policy maker would do would be to step back and begin to question what we are doing and why. These positive leaders would begin to challenge some of their assumptions.

The truth is that every time we push a child on to a next lesson before they are ready we are setting him or her up for failure. It is this practice, as much as anything else we do, that leads to an unhealthy focus on failure throughout our entire system of education.

If you are reading this post, you are challenged to begin questioning the fundamental assumptions of your leaders and policy makers.

You are also invited to examine an education model in which all these issues have been examined and where the way we have structured teachers and classrooms, and the way we  teach kids, has been re-envisioned. The result is an environment where we give our students the time and attention they need to learn every lesson and we evaluate teachers on how well they focus on that priority. It is amazing how, when we expand our paradigms, the possibilities multiply.

Bad Days and Grumpy Moods – we all have them both Teachers and Students

A friend on Facebook recently posted a meme, published by Miramir.com, quoting author Rebecca Eanes.

“So often, children are punished for being human. They are not allowed to have grumpy moods, bad days, disrespectful tones, or bad attitudes.  Yet, we adults have them all the time. None of us are perfect. We must stop holding our children to a higher standard or perfection than we can attain ourselves.”

-Author, Rebecca Eanes, posted at Miramir.com

It is a terrific message and should be read by all. Having, “grumpy moods, bad days, . . .” is a universal human characteristic. We are all like that, even kids. When kids have that kind of day at school or at home, however, they usually get into trouble. This is especially true in school because the education process demands conformance, obedience, and “respectful tones.” Anything else disrupts the classroom and interferes with the work of teachers and classmates.

Because of the way our education process is structured, we leave no room for our students to do the very things we will likely do when we get home because the behavior of students led to a bad day, left us in a grumpy mood, and feeling short-tempered. Hopefully, at home, our families and friends will back off and give us space to work through the frustration we feel. Good friends and good families are like that. They are people who love us and have no expectation that we be perfect, in fact, they love us with all our “perfect imperfections,” as John Legend’s song describes them. And, at home, we typically have places where we can get away from everyone, even if only for a moment or two.

At school, even for good teachers, it is not so easy. Good teachers care but are not allotted enough time to help students work through the frustrations that flow from dealing, in some instances, with problems at home that we can hardly imagine. There are just too many kids, too much to do, and nowhere near enough time. So, we discipline students and even send them to the office if their frustrations and acting out cause too much disruption. It’s a last resort for teachers but their responsibility extends beyond the individual child, to a classroom full of other students.

The problem isn’t just that we give kids a reprimand, time out, or trip to the office—all of which brand the child as a discipline problem–the most significant consequences that flow from such actions are related to the fact that they lose time. They miss out on lessons that are being taught and practice time that is being given, and opportunities to get in-class assistance from their teacher. Most significantly, they fall ever further behind and this this only exacerbates their situation and fuels the frustration that got them in trouble to begin with.

The combination of their frustrations from the challenges at home, combined with the hopeless feeling of falling further behind, academically, and being viewed as “a problem student” or “bad kid” pile up until a student feels overwhelmed. When kids begin to feel hopeless and powerless to extricate themselves from bad situations, the risk is that they may choose to give up and stop trying.

Think about how you feel when you have had ”meltdown” incidents. For many of us, what we feel is helplessness and hopelessness. When the episode passes, as they always do, they may have created some inconveniences with which we must deal, but we are still able to get back in the game. For our students, in similar circumstances, the game clock is ticking away and there are no timeouts as in an athletic contest, where the whole game pauses to let participants catch their breath.

The academic standards that drive teachers and classrooms function like a conveyor belt. Once a child falls off, it is difficult for them to get back on the belt, even with our help. If they get back on, they can see how much further behind they have fallen, relative to their classmates.

Those academic standards are tied to an external, arbitrary timeline that may be totally out of sync with a child’s unique internal timetable. We all know how difficult it can be to get back in sync with all that is going on in our lives, but for many children, particularly disadvantaged kids, getting back in sync seems next to impossible. Their internal and external timetables are like an event horizon in which the child finds him or herself on the wrong side, with no way to get back on track.

What I have striven to do in the education model I have developed—The  Hawkins Model©—is  to eliminate external timetable so that students are never at a place in time that is out of sync with their unique developmental path. Even when schools must teach to a set of academic standards, these represent an outline of what policy makers have determined all children need to learn. We need to ask ourselves what is most important: that students learn these things, even if it takes some children longer than others, or that we strive to get them all from point to point in perfect cadence?

If we accept the premise that the two most essential variables in education are relationships and learning, what are arbitrary timetables? Are they not a “constant” that regulates relationships and learning? If we eliminate the constant variable of time, relationships and learning become independent variables that are not compromised by extraneous forces? We need an education model—education process—that ensures that such forces do not impede a child’s progress down their unique academic path.

We need a model in which the teacher is able give each student the time he or she needs to learn. Teachers often tell me, “this is not possible, there just isn’t enough time.”

Within the context of the existing education process, they are correct. This does not mean that creating time is impossible, only that the existing process and structure does not provide for it. If we are willing to alter the process and structure, we can design it to produce the outcomes we want based on the unique needs of each of our students. It all depends on how we sort our priorities and whether we are willing to question the validity of our structure and process.

In The  Hawkins Model© giving students time they need to learn and work through their frustrations, bad days, and grumpy moods is more important than keeping all students moving at the same pace down the arbitrary timelines that complicate academic standards. The fact that they may need to be separated from the class so as not to disrupt, need not impede their progress, it just delays things a bit.

Peer Pressure – Part 3: A Tug-of-War

Peer pressure truly does place students in a tug-of-war between parents, teachers, and friends. We will never be able to make peer influence disappear, nor would we want to. Meeting other children, crafting friendships, and learning the value of them is a vital part of a child’s growth and development. What we must do is harness peer influence so it is a benefit to our students rather something that diverts them from the purpose and values.

What we must strive for is the creation of a classroom environment—an education model and process—in which student relationships with their parents and  teachers are more highly valued than their relationships with their peers. It is all about whom a student is least willing to disappoint. We do this, not by diminishing the value of their friendships rather by enhancing the value of their relationships with us.

If confronted with the need to make a choice between disappointing a friend or letting down one’s parents and teachers, family and teachers must always come out on top.

When my own three children were kids, my wife and I worked hard to craft the kind of relationships where we were the ones our kids were least willing to disappoint. On many occasions, we would get a call, about midway through our son or daughters’ nights out, telling us the that their friends wanted to do something or go to a place or event of which they thought we would disapprove. Their call was to ask if it was okay. We knew our children well enough to recognize, by the tone of their voices and the phrasing of their questions, whether they wanted us to say “yes” or “no!” Such relationships do not just happen; they must be crafted.

A craft is something at which one works, relentlessly; learning, improving, growing. Physicians practice medicine, which is an uncertain science. They work and study, diligently, to develop their craft, which is their ability to apply their knowledge of this uncertain science to respond to the unique requirements of their patients. We often hear actors speak of developing their craft; in fact, it is what all artists do. Both parenting and teaching are crafts that must be honed over time.

There are no perfect parents nor are their perfect teachers. Neither are there perfect parenting or teaching solutions and approaches. Every child is different and what works for one child may not work for another. One of the fundamental flaws of the existing education process is that it limits the ability of teachers to differentiate. It is a “one-size-fits-all” regimen in which even the best teachers are limited in their ability to adapt what they do and how much time they spend to respond to the unique needs students of a diverse population.

Too often, in this writer and parent’s opinion, too many boundaries are ambiguous.

While subbing in a high school classroom, a dozen or so years ago, I asked a student why she wasn’t trying to work on an assignment. “Don’t you care about doing well?” I asked.

She responded, “why should I care if my teacher doesn’t care?”

The essence of the ensuing conversation was that this student believed the reason her teacher never pushed her to try was because she did not care.

Kids need boundaries because there is safety in those lines of demarcation. The job of parents and teachers is to manage those boundaries within which kids are free to make mistakes without fear of losing our love; they are free to have bad days and still be loved. What they must not be free to do is “not try.”

Our children will test us, of course, but we mistake this as rebellion or trying to get away with something. When children test our boundaries, it is our commitment to love and protect them that is being tested, which is why it is so vital that we pass the tests our children administer to us.

The more confident our children/students become, that our commitment is non-negotiable, the healthier their self-esteem. People often ask, when do we give them more freedom and responsibility—which are, of course, two sides of the same coin. Again, our answer is the same; there is no “one answer.” Kids are unique children of creation. Knowing such things and understanding the needs of each child flows from the wisdom we have gained through the daily practice of our craft as parents and teachers.

The bottom line, however, is that we allow them to expand the scope of their freedom based on their demonstrated responsibility. The extension of boundaries is a reaffirmation of the esteem with which we hold our children and students. When extended boundaries have been earned by their acceptance of responsibility, it increases the esteem in which they hold themselves.

We were surprised the first few times it happened, but what often occurred after those late evening calls from our kids, was that the groups of each of our children’s friends would end up not doing  whatever it was that had been suggested. It was as if they all wanted to appear bold and adventuresome when, all the while, they were hoping to hit a safety net, even if it was someone else’s. After all, no one wants to be the one who looks weak to their peers. The operative question is: “who are they most willing to disappoint.”

What we need in our schools and classrooms is an education process that is structured to empower teachers to practice their craft. It is a model that places its focus on and provides the time for the development of enduring relationships centered on empathy. It is empathy that helps us understand their unique needs and personalities. These are the types of relationships that children will be unwilling to place at risk in the face of negative peer pressure.

What happens as a by-product of such relationships between parents and their children and teachers and their students is that the quality of the relationships between both siblings and classmates improves. To be sure their will be internal squabbles; there are no utopias. We will have crafted an atmosphere, however, where “relationships” are a focal point of the classroom environment around which all else revolves.

Creating such relationships takes an extraordinary amount of time and effort to establish and sustain. In the existing education process, relationships are not at the top of the priority list and, therefore, rarely do teachers have the time and opportunity to make every pupil a priority, which is probably why the teacher in the above example stopped pushing the young woman to try.

The Hawkins Model© is designed to give teachers both the expectation and the wherewithal to give each child what they so desperately want and need: love, safety, time and attention, and the freedom to make mistakes without risking harm or rejection.

As the quality of the relationships between teachers and students evolves, it is only a matter of time until positive peer influencers begin to emerge, and their number begins to grow. We end up with classrooms where students look out for and help each other and where the likelihood that kids who are different will be harassed or bullied diminishes, greatly. In a relationship-centered classroom, kids learn it is okay to be different.

When  parents, even the most skeptical and mistrusting, begin to observe their children changing in positive ways, a teacher’s opportunities to pull those parents and guardians into powerful, positive partnerships, sprout, profusely. The outcome is a positive learning environment where every child can develop their unique potential.

The Primacy of Relationships and the Challenge of Peer Pressure – Part 2

Part of the focus on relationships that is central to The Hawkins Model©, is to ensure that, not only do  students have close and enduring relationships with their teachers, but also that they develop and sustain healthy bonds with their classmates. Such relationships play an important part of healthy development and can ensure that peer pressure can be a positive influence on kids, of any age, and not just a negative force that distracts and diverts young people from their values and purpose. Positive peer influence can be a powerful force that can strengthen relationships, minimize the incidence of bullying, and provide positive role models for kids.

When my family moved to Indiana during the middle of my junior year in high school, I had an opportunity to witness the positive power of peer influence alter the behavior of many of my classmates. In this case, it was a small thing, but it demonstrated the ability of a popular student to influence the behavior  of his peers as a positive role model.

As a new student who didn’t make friends easily, I was thrilled to be invited to hang out with one of the nicest and most popular juniors in the school. His name was John and he was a trend setter; not only in fashion but also in other ways. He was the first guy to reach out to me with an offer of friendship.

One day, we all arrived at school in a driving downpour and, as was the case in my prior high school, there were no raincoats, boots, or umbrellas to be seen on any of my male classmates. Guys were willing to arrive drenched rather than appear uncool. Then, along came my friend John, using an umbrella. He was the only guy who left a dry path, that day, as he passed through the halls and classrooms.

The very next time it rained, a few days later, there must have been a dozen or more guys, myself included, who arrived at school using an umbrella. By the end of the school year, seeing a guy in the rain without an umbrella was the exception, not the rule.

Our friend John, with his powerful self-esteem demonstrated how much of a difference one person can make just by setting a good example. To his credit, this was not the only way John exerted a positive influence on his peers. He was a genuinely good person who treated all other students–no matter who they were–and teachers with kindness and respect. He would have been a perfect candidate for membership in a 1960s version of @melanie_korach’s #starfishclub.

As I thought back about the other students with whom I shared a classroom over thirteen years of school, I began to recall others boys and girls who contributed, quietly but meaningfully, to help create of a positive peer environment.

It was a sad day, more than twenty years later, when  I searched for and found John’s name etched on the black walls of the Vietnam Veterans Memorial, I felt a keen sense of loss and was unembarrassed to shed a tear for a guy who befriended me when I was the new kid in school; a young man who made a difference with his positive values, commitment to his community–whether a high school class or his country–and by being both confident and kind.

How many schools and classrooms, of which you are aware, make it a point to create a positive culture for all students, not just the most popular kids. It is my assertion that we can create a classroom environment that fosters this kind of positive peer influence, intentionally. It is one of the subtle but powerful things The Hawkins Model© can help create just by changing the way we structure the education process. Why not check it out?

The Primacy of Relationships and the Challenge of Peer Pressure – Part 1

Relationships are everything to human beings, as we have discussed in earlier posts. What we do not spend enough time discussing is the power of peer pressure and how it affects relationships, learning, development, and self-esteem of our students.

All human beings are subject to peer pressure and this is especially true of school-aged children. This was true when I was a kid but, today, that pressure is magnified by the ubiquitous nature of social media. Has it ever been more powerful than it is in present times? We will come back to that thought.

One of my all-time favorite teachers was Mrs. Swartz, my seventh-grade social studies teacher at Johns Hill Junior High School, in Decatur, IL. The fact that I remember so much of what Mrs. Swartz said and taught should illustrate how much of an impact she had on my life. She was my favorite teacher and I truly believed that I was her favorite student. I looked forward to 4th period every single day.

One day she began a period by sending one of the class’s best students to the library for a pre-arranged visit to pick up literature of some kind. As soon as our classmate left the room, Mrs. Swartz drew five lines on the black board. Four of the lines were the same length and one was noticeably shorter. She then proceeded to explain to the class what we would do when our classmate returned from the library. No doubt, some of the teachers reading these words have conducted the same exercise.

Mrs. Swartz explained that the purpose of the exercise was to test the power of peer pressure. She asked us to say yes when asked if the lines were the same length. She also asked us to predict what our classmate would do when it was his turn. Would he report what was obvious to see, that one line was shorter than the others or, would he succumb to peer pressure and go along with his peers?

Because he was one of the smartest and most popular students in our grade, my classmates and I were almost unanimous in our belief that he would say that one line was shorter. We all watched with growing anticipation as Mrs. Swartz worked her way around the classroom and we observed as each kid announced, without a moment’s hesitation, that all five lines were of equal length.

When, finally, it was the turn of the subject of our experiment, we were stunned to hear him say, as did we all, that the lines were of equal length. As we sat in disbelief, our teacher finished her trek around the classroom so that every student had an opportunity to respond.

Taking care not to embarrass our classmate, Mrs. Swartz proceeded to explain peer pressure, noting that it has the power to affect everyone, even one of the most intelligent and independent students in our class. She asked our classmate how he felt during the exercise and he said he was confused when, one after another, we all announced the lines were the same length. He said, “it didn’t make any sense, so I just kept staring at the lines, trying to understand why I was seeing something different than everyone else.”

As she questioned him, he described being pulled in opposite directions. Part of him wanted to say “ we were all crazy and that line number five was clearly shorter than the others. Another part of him felt pressured to go along with the crowd.”

He then laughed and we all laughed with him, but his was loudest of all.

Even in such simple situations, kids feel pressure to conform to the ideas and behavior of their peers and it is this writer’s assertion this has never been truer than it is today. All educators and parents are aware of this pressure but how many formal strategies exist to help protect kids from this incredible force that diverts and distracts them from their priorities? The answer is that very little is done to deal with the power of the peer group.

There is an interesting side note to this story from 1959. It  was not until the next year, when my friends and I were talking about how much we missed having Mrs. Swartz as our social studies teacher, that I was stunned to learn that every single one my friends truly believed that he or she was Mrs. Swartz favorite student. It  made us love and miss her even more.

What if we could give every child a Mrs. Swartz and allow him or her to keep her as their teacher for 3 or even as many as 5 years? What kind of an impact would that have on a child’s emotional and learning development? What if we could help more young people develop a powerful self esteem that would enable them to make sensible decisions and stay focused on their priorities, even in the face of negative peer pressure? Providing such an environment is one of the purposes of The Hawkins Model©.

Understanding Education as a Process and Our Schools as Organizations: and a Shout Out to Ted Dintersmith

There are many new and exciting things happening in some schools: innovative education methodologies, ever more sophisticated technologies, and curricula that are being challenged and re-examined.

Recently, our friend @tracyscottkelly shared a teacher’s ( @HJL_Greenberg ) enthusiastic Tweet about Ted Dintersmith’s book, What School Could Be. Kelly acknowledged, as have many of us, that @dintersmith has provided a wonderful compilation of innovative education programs in real American schools.  It is a great read and if you haven’t done so, put it at the top of your reading list.

Let us not lose sight of Dintersmith’s title, What School Could Be, however.The book is not about “what all schools are.”

Dintersmith’s book offers  examples of public schools and school districts that are producing exciting results for their students. These schools and their programs provide shining examples that give hope to teachers and other educators who are feeling overwhelmed by their own challenges and those of their students.  

Let us, also, not forget that Ted Dintersmith traveled through all fifty states to find these innovative education programs, approaches, and methodologies.It is vital that we acknowledge theses schools are the exceptions and do not represent the reality that is public education in many of the other schools in those same fifty states.

Think about how we arrived at present day with respect to public education.At some point in the distant past, schools may have been established to enable teachers to meet the unique needs of children, but over the decades, schools have devolved into one-size-fits-all service delivery providers.  Schools in the U.S. are organized for operational efficiency, based on financial constraints. That the unique needs of our nation’s children have never been as complex as they are now, creates a recipe for failure for millions of kids.

No matter how hard they work or how deep their commitment, teachers cannot alter the aggregate reality that is public education in America and they must not be blamed.

Each of the noteworthy programs from around the nation exists because of the extraordinary efforts of educators willing to step outside the boundaries of education tradition; often against the forces of doubt.  Sadly, these schools are not the norm and millions of American children do not enjoy the benefits of such programs nor are they likely to benefit, any time soon.  We can only hope that as more educators and school administrators are inspired by the examples of “what could be,” they will step out of their comfort zones and take a paradigm leap.

In my education model, my 2013 book, Reinventing Education, Hope, and the American Dream, and my upcoming book with a working title, Reinventing Education One Success at a Time: The Hawkins Model, I have examined our schools from the perspective of an organizational leadership consultant asking the question, “are schools structured to produce the outcomes we so desperately need?” Most often, the answer is that they are not.

The paradigm leap that is needed, if we are to transform public education in America and restore the American dream, is a willingness to remind ourselves that schools are human organizations incorporating an “education process” designed to deliver a service.

If we are dissatisfied with the quality of the service our education process is producing, we must take a giant step back to a point from which we can examine the education system as an integral whole.We must, then, stop looking for someone to blame and, instead, challenge every single one of our assumptions. Only then can we start from scratch and reconstruct an education system—both structure and process—to produce the outcomes we want and need.

What is it that we want and need from America’s public schools? We need an education model or process in which our dedicated teachers can help every child have more than just equal opportunities—they must have the wherewithal to develop their own dream, envision their futures, chart their own paths, and seize those “equal opportunities.”

At the root of every problem facing American society—whether social, political, economic, technological, ecological, or criminal justice—is the fact that far too many young Americans are not equipped with the understanding, knowledge, skills, self-esteem, and self-discipline to seize the opportunities to which they are entitled, constitutionally.It all comes down to the efficacy of our education process as a whole and not whether a few schools might be succeeding.

What the Data Tells Us

The following graphic speaks eloquently about the problems in public education in America; problems that exist in spite of the heroic efforts of teachers.

Fort Wayne  and South Bend are two of Indiana’s greatest cities and both have many cultural, educational, business, and recreational resources to offer to their citizens. As is true in so many medium- to intermediate-sized communities (populations of 100,000 to 300,000), both communities have diverse populations. What is also characteristic of such communities is the existence of  urban, suburban, and rural public-school districts. Both Fort Wayne Community Schools and the South Bend Community School Corporation, within their district boundaries, have a high proportion of children of color; children from families that are on the lower end of the income continuum, regardless of color; and, the largest percentage children for whom English is a second language. By virtually any criteria, in diverse communities, both have the highest percentage of kids that could be thought of as disadvantaged students.

Both school districts are led by some of the most highly educated and experienced administrators in the State of Indiana. They are staffed by a diverse faculty of teachers who have been educated in the nation’s finest colleges and universities and who are represented by the same unions and associations as their colleagues from Indiana and around the nation. Teacher salaries are within the same range as other area school districts that compete for qualified teachers and typically exceed teacher salaries the community’s parochial schools offer.

These school districts also offer a variety of programs for students with a broad range of special needs. And, so there are no misunderstandings, they teach to the same academic standards as must teachers in every other school in their state. They also continue to make the best investments in their school buildings and equipment as their constituents will permit.

Both cities have been my hometowns in major parts of my life, and I am proud to have lived in South Bend and Fort Wayne, Indiana. I graduated from one of the two districts, as did all three of my younger siblings, and I spent the greater part of my life and career in the other. All three of my children attended and graduated from Fort Wayne Community Schools and went on to earn both undergraduate and graduate degrees in their chosen fields of interest. There, I also spent ten years as a substitute teacher.  Although my wife and I are in the process of moving from Fort Wayne, that decision had nothing to do with the quality of life offered by the community. We will always love Fort Wayne.

We have the greatest possible respect for the dedicated teachers and administrators of both school districts. We also have a family member who is a principal in one of the school districts and who strives, every day, to make a difference in the lives of his students.

The graphic is offered to illustrate how the combined student bodies from these fine school districts struggle, academically, despite the heroic efforts of public school teachers, not because of them. In this post, I will provide only a few highlights of the data and what I believe they tell us . My new book will allow readers to delve more deeply in the data.

These two school districts are like a thousand other school districts of comparable size and demographics and this just begins to reveal the sheer size of the crisis in public education in America. If we take the total number of students that are struggling in these two districts, divide that number by two, and then multiply it by the estimated one thousand school districts in America of comparable size and demographics, we are talking about eight million school children. Let me repeat that number: approximately 8,000,000 kids.

Add numbers from the roughly fifteen thousand other school districts in the U.S. that are smaller, larger, richer, poorer, and more segregated and the numbers are both staggering and compelling. Anyone who denies that we have a crisis in public education in America must be challenged to take another look and, yes, the degree to which the validity of state competency exams is questioned, is understood.

            The only reason to question the validity of state competency exams is that they are utilized to evaluate the quality and effectiveness of teachers and public schools and this author shares the conviction that their use for that purpose be categorically rejected.

            What educators dare not reject, however, is that, with all the imperfections of standardized competency exams, they are still a measure of the ability of children to demonstrate their mastery of the subject matter set out for them by academic standards of their state.

            MOST IMPORTANT OF ALL, THESE RESULTS ARE A MEASURE OF THE EFFECTIVENESS OF THE EDUCATION PROCESS WITH WHICH TEACHERS AND SCHOOLS ARE EXPECTED TO EDUCATE OUR NATION’S DIVERSE POPULATION OF STUDENTS. I CHALLENGE ANY PROFESSIONAL EDUCATOR, WHO DISPUTES THESE DATA TO LOOK INTO THEIR OWN EYES IN THE NEAREST MIRROR AND TELL, FIRST THEMSELVES, AND THEN THE AMERICAN PEOPLE, THIS IS THE BEST WE CAN DO.

            The essential purposes of this work is to show that this is nowhere near the best we can do for our nation’s children, and to offer a solution. It is a solution engineered to give every child a quality education to develop the knowledge and skills they will need to identify and then pursue their dreams and aspirations. Equality in education is the categorical imperative of our time.

            The other essential purpose of this work is to give the millions of men and women who have chosen to serve our nation and its children as educators, an education model that will allow them to become the teachers they envisioned when they chose to enter this demanding profession. They chose teaching because of their desire to make a difference in the lives of kids and in their communities and we must enable, not just allow, them to do their jobs to the absolute best of their ability.

It is this author’s sincere belief that there is nothing we can do as a society that will have a greater impact on the quality of life of the American people, both individually and collectively, than creating an education process that will prepare all our young people to meet the unprecedented and unimaginable challenges the balance of this 21st Century will present.

Work on my new book is well underway and it will lay out the education model I have created in great detail. In the interim, the reader is invited to view the latest version of my education model at https://melhawkinsandassociates.com/education-model-white-paper/

You will also find a copy of the white paper written to lay the logical foundation for the model. Please read not in search of reasons to reject rather so you might envision what it would be like to teach in such and environment. Please share it with your friends and colleagues.

There is a need for transformational change in public education, but do we have the will?

If you are teacher, do you see anything on the horizon that gives you reason to expect the daily stress you endure will be lessened and the success of students will be assured?

Recent studies have found that American classrooms can place teachers under stress; often debilitating stress. This is not news. Teachers and their most capable leaders have known this for decades. If non teachers would spend just one day in the classroom of a Kindergarten, first, or second grade teacher, with more students with which any one teacher should be required to deal—students with wide disparity in academic preparedness—they would experience real stress; from the first bell to the last, each and every day.

We could say the same thing about the desired academic achievement of students. Every meaningful measure of academic achievement conducted over the past few decades has demonstrated that children of color, with economic disadvantages, and for whom English is a second language, struggle. How we justify ignoring this data for so long is difficult to understand.

Like all the challenges facing public education, stress and low achievement are symptoms of dysfunction and obsolescence; it is systemic.

As a teacher, you cannot change public education in America from your classroom. Just doing your job requires more than most people outside the field of education can imagine. Systemic changes to public education in America, however, cannot happen without your individual and collective advocacy. Your unions and associations can be powerful forces to drive positive change, but it is never enough to register complaints and protests. Instead, be a powerful advocate for a positive, new idea.

If you are a principal, you lack the authority to act unilaterally even if you had a solution yet you, too, can be a positive advocate for change. Seek support from your colleagues and from your professional associations on a state-wide or national scale. Complaints and protest are the tactics of the powerless, however, even for administrators. What we need from principals and administrators is for them to rally around a positive solution to the challenges facing our public schools and urge their districts to act.

Superintendents for school corporations and school districts have a clearly defined responsibility to provide the highest possible quality of education to the children within their district’s boundaries. If you are fortunate to lead an affluent school district with historically high achievement, you may feel confident that a quality education is exactly what each of your students receives. You also know that not all your colleagues and their school corporations are so fortunate.

Teachers, administrators, and school boards have not come forward with an alternative approach that can transform public education in America and neither have policy makers and state legislators. They have not found a solution because they are not looking outside the boundaries of conventional wisdom. And, no, school choice and charter schools are not the answer. Charter schools are a diversion that distracts us from what should be our primary focus. We must find a new, comprehensive, and integrated process that works for every child, whatever their unique requirements, and supports rather than impedes the efforts of every teacher.  We need all educators and public officials to open their minds to the possibility of a better way. Then, we need educators, at every level, to use their individual and collective power as positive advocates to fight for that solution.

Superintendents of community school districts with multiple schools and thousands of students who struggle must become more than just advocates for change. They have an obligation to be powerful, positive leaders in relentless pursuit of success for their kids. These superintendents and school boards know that the teachers of your struggling schools are no less qualified or capable than their colleagues in high performing schools. Further, you know that few if any of the innovative methodologies, technologies or curricula you have employed have made sustainable progress.

Sustainable, transformative change must commence with an acknowledgement that what we have been doing for decades will not work no matter how hard we ask teachers to work or how many new and innovative ideas we employ. Putting new wine in old wineskins will not produce the quality education process that our children, their communities, and our society so desperately need.

In a new book I am working hard to complete, I will introduce an education model designed to produce the outcomes we need. This education model has been crafted to place teachers and students in an environment in which they can thrive and with a process focused on success. You need not wait for my new book, however, to examine the model.

Visit my website at https://melhawkinsandassociates.com/education-model-white-paper/ and take a look at the model with the hope that, at the very least, you will discover some ideas worth your time and consideration. You may be pleasantly surprised to find an education model and process that will resonate with educators; a process that will make it easier for teachers to teach and for kids to learn. Have no illusions, however, that teaching will be easy. Teaching children is challenging work and this model will not alter that reality. It will, however, make it achievable and remove much of the stress for both teachers and their students.

If you are a superintendent, consider implementing the model in one of your low performing schools. What do you have to lose? Students in those schools have been struggling for years. If you are principal, strive to enlist support from some of you colleagues and present an action plan to your superintendent. If you are a teacher talk about the model with your colleagues and then approach your principals.

Please make time to read the model. Are the struggling students of your schools and community not worth an hour or less of your time?  

Finally, if you are a parent and you like what you read, share it with everyone you know. Proceed as if the lives of your sons and daughters depend on it because, indeed, they do.