Response to: Are There Times When Even Adults Choose Not To Comply For The Sake Of Self-Reg?

I read a great post today by Aviva Dunsiger on compliance and self-regulation entitled Are There Times When Even Adults Choose Not To Comply For The Sake Of Self-Reg?

I really suggest you read it. Aviva is writing about something we don’t talk enough about – the pressure for adults to conform. Again, this is something we do in education, we are expected to do everything in our power to respect the student’s need to self-regulate and possibly opt out of difficult situations, but on the other hand, we expect nearly blind compliance from the adults in the system. She ends her post with this question:
Maybe not complying is still a good option at times, but just in a different way than our four- and five-year-olds chose to do so. Are there times when, even as an adult, you also choose “not to comply” for the sake of Self-Reg? I guess the troublemaker in me continues to exist.
At the end of Aviva’s post I added this response:
Great question. I think as adults we need to get much more comfortable with noncompliance. Especially when we work for large organizations like school boards noncompliance is healthy and necessary. I became increasingly uncomfortable with the pressure to comply especially as a school administrator in a Catholic school system. The pressure to comply was always tremendous. To not comply was seen as disloyal.
To question ideas was not encouraged and loyalty to the party line was a value that was rewarded. Cheerleading of board initiatives was seen as the best way to use Twitter and other forms of social media.
I wish this was not the case. Noncompliance should be encouraged. Noncompliance is a way to promote independent thought which is what I always thought we were supposed to be teaching our children to do.
Aviva is making an excellent point here. To opt out, to question, to take a different path is just as important for the social-emotional health of adults as it is for children. It is dangerous however because it will put you at odds with the vast majority of people who are comfortable with or unwilling to question the status quo.
When we discourage noncompliance and independent thought, what does an organization lose?
To call for strict compliance means that decision making is left in the hands of the few in the highest positions of authority. To question their ultimate authority will lead to sanction. This means that alternative positions are not encouraged by teachers, consultants and especially school administrators.
Consequently, adults in school boards are reduced to ‘cheerleading’ tweets. While there are many educators that go beyond cheerleading, it is seldom that they seriously question the status quo – something that is established by a small group of people whose authority is never questioned.
I have seen this demand for compliance with other large organizations. The Catholic Church and its agencies and large education corporations are two I have had some experience working in. It seems the larger you get the less room there is for thinking outside the box. It makes me wonder how innovative thought and action ever takes place!
When it comes to opting out there are not a lot of options. You simply cannot dissent if you work for a large school board or other big organization. This means that your social-emotional well-being is secondary to the well-being of the organization.
Adults always have the right to opt out, but that comes down to leaving the organization. In my case, speaking critically about my school board meant that I would be suspended without pay. So, I complied.
This was not a good situation, but I did have the option to opt out and I did. I left the organization and I started to write. From a social-emotional perspective, this is a good thing.
It might have been better if independent thought and initiative had been encouraged while I was a school administrator. You really lose something when you demand blind compliance. Opting out is good for adults, it would be even better if we could do this more while remaining members of the organization.
Advertisements

Responses to Education Election Issues: Are we creating the optimum learning environment for our students?

Over the past two weeks, I have been collecting ideas and suggestions on what needs to change in Ontario’s education system. Clearly, there are lots of issues that are on the minds of voters and it would be great to see some of these important ideas debated during the current campaign.

Obviously, some issues are overrepresented by people who really have a bone to pick – Regulation 274 being one – but we can still get a sense of what some of the major concerns are, none have to do with returning to a ‘kill and drill’ math curriculum.

So what are some of the big issues?

School safety and mental health are related issues. There are several comments on the need for better mental health supports in schools and for the need to protect students and staff from violent outbursts. The safety of students and current class sizes comes into this. One respondent wrote that they did not feel that having potentially 36 students in a kindergarten class was safe for their child.

I think you could wrap all this into one overall issue – the quality of care in the classroom. Do we have enough support for children in our schools and are we creating the optimum learning environment for our students? Are schools really equipped to adequately deal with mental health challenges and the complex needs of children?

I don’t have a good answer to this question, but it is certainly asked a lot in the survey.

My daughter was supposed to be entering JK in the Fall and we’ve chosen not to enrol her, because 36 kids stuffed into a play-based program with limited resources and objects being thrown at the teacher’s head is not my idea of a good learning environment for ANY child. It fills me with sadness that as a public school teacher I don’t feel safe enrolling my own child in my local public school.

This is actually something that can happen. When we had half-day kindergarten, there was a hard cap of 20 students in the classroom. If you went over 20 students, there was a good chance that another class would have to be created. That cap really disappeared once we went to full-day kindergarten. Sometimes you will be able to split a class of 32 to 36 children into two classes, but there is no guarantee that this will happen and if it does take place it is usually a month into the school year.

Yes, there are other issues that need to be addressed based on this survey. EQAO, teacher hiring practices, the overlap caused by funding Catholic and Public schools, EQAO etc. But let’s start with this issue. Are we doing our very best to ensure a high-quality environment inside the classroom? Are we living with less?

If we could be doing better for our students in very concrete ways why are we not doing this? Why are more educators not saying anything? This is the time for debate, let’s hear more from parents and educators in our province.

People Respond: Education Issues in the Ontario 2018 Election

 

We are heading into an election here in Ontario. I am always really interested in election debates, especially how the discussion circles around education issues.

So far, we seem to be talking about sex education and how we need to return to some other time when parents and the church were the arbitars of essential information.

Oh yes, and there is the old rallying cry – back to math basics!!

Can we do better than that? Are there other issues that we should be discussing?

Really, we only get a chance to do this every four years and public education is vital to the maintenance of democracy. Actually, we need democracy to flourish and we have to step up and declare how our schools can best do this. At its heart, that is what education is all about.

So, I am conducting my own little survey. What are the issues that are important to you? Especially if you are an educator, what should we be talking about as we lead up to June 7th?

We only get to do this once every four years so it would be great to weigh in and record your answer.

Let’s let this survey run and see what we come up with. I will summarize the answers in this blog.

Let’s use this time wisely – just so you know, you can fill this survey out as many times as you want!

After five days, people are beginning to respond. Here are some of the issues that people are writing about:

Why are we publically funding Catholic educational schools and no other religious educational schools?
Standardized testing.
Class sizes (especially kindergarten) and resulting violence and behaviour issues.
Mental health support
Violence in the classroom

On Twitter there are more comments

https://platform.twitter.com/widgets.js

We need to see this kind of discussion, these are essential issues and it is really important that politicians listen and respond to these comments.

Each of these points deserves to be addressed, no matter how uncomfortable it makes politicians.

Publically funding only one religion in a publically funded school system is blatant discrimination and against the Human Rights Act of the Province of Ontario. Catholicism should not be promoted as the major religion in Ontario, and yet it continues to be provincially funded as such. Why?

The money spent on EQAO from start to finish, as well as release time for staff, could be put to better use in teacher training, lower PTR, resources and engaging families to support learning. There is little research backing the educational benefits of standardized tests. But they have to be replaced with what does work and in an equitable way.

My daughter was supposed to be entering JK in the Fall and we’ve chosen not to enrol her, because 36 kids stuffed into a play-based program with limited resources and objects being thrown at the teacher’s head is not my idea of a good learning environment for ANY child. It fills me with sadness that as a public school teacher I don’t feel safe enrolling my own child in my local public school.

Because students with and without learning disabilities, with and without strong home support, with and without basic math skills and reading skills….everyone may at some point in their school career need mental health support. Our part time counsellor is a former EA with little training. She is trained to support children with small grief issues, or those how need help with social interactions or managing their parent’s divorce. Instead, she is spending all of her time supporting kids with some really big mental health challenges. There isn’t anyone else who can support them at school. We need full time counsellors, even in elementary schools

Many occasions of violence towards other students and staff with no consequences

This is becoming a really long post, but it is important. There is a lot of excellent information here and I hope someone takes a look. All of these are issues that have caught the public’s eye in the past. Collectively, they are a call to take a hard look at our current system and seek out ways to make it better and more responsive to the concerns of parents and educators in our province.

We can do so much better than a few sound bites about ‘new math’.

Update – the responses to the survey continue – you can go to this summary to see what people are writing

Of all the issues what are the most important? You can have your say here

Education Reform – Why are we Rearranging the Deckchairs?

I started off my Twitter reading today with this comment by Matthew Oldridge

One thought about the assessment review Ontario: A Learning Province. It admits in there that we are keeping grades to appease the university industrial complex. Disappointing that the tail continues to wag the dog.

I think this is a great comment. Why do we keep grades? In most classes especially in elementary schools, many of our students are on IEPs modified at or below grade level.

We are getting so much better at assessing the learning levels and aptitudes of students, so much so that grades are becoming irrelevant. Grades were created at a time when it was assumed that everyone learned the same way and at the same pace. Such an idea today would be seen as ridiculous – so why keep grades?

To me, this leads to a bigger question. What else is becoming irrelevant in education?

While it was very encouraging to see the recent review of student assessment take place in Ontario, I was disappointed that the study did not have a wider scope.

We could do so much better than our current system, why stop at system-wide assessment?

Last week on a new show on VoicEd Radio, I made the comment that school boards as organized in Ontario are corrupt. I think this caused a bit of concern, but we didn’t have the time to get into it. By corrupt, I didn’t mean in the financial sense. I meant tainted, decayed, made inferior by errors, that kind of corrupt.

Much in education can then be seen as corrupt and in need of renewal. How can a 19th-century institution developed around the same time as the prison system not be seen as in some ways corrupt and in need of whole-scale change?

How are we served by a trustee system where local representatives are part-time at best and totally dependant on school board staff for the information they need to make decisions that affect thousands of children?

Do the rights of the student really come first in a system where hiring is done based on how many years you have existed on a seniority list?

How are we served by school board superintendents who are not accountable to anyone and have the ultimate authority over everything that matters to children in our schools? In a public school system, why are these people so far removed from public scrutiny?

Why do we still have four types of school boards in Ontario? How is this efficient or necessary? Why can’t we effectively challenge a system that was organized back in the 1840’s?

I think there are a lot more challenges that could be put forward here. I would love to see what other people would add to this short list.

What if there is really a long list of things that need to be reconsidered and debated? What if we really questioned how our education dollars were being spent? What if board officials felt they had to be held accountable, would this affect the decisions they make?

Why can’t we extend the dialogue? Education is not a sacred cow, we should be able to challenge conventional wisdom. We know more, we are very well informed. We deserve the very best education system we can get.

Can we do better than this?