Working as a Team: children and teachers learning from each other

Peacock, Allison (2001). Working as a Team: children and teachers learning from each other. FORUM 43(1), 49-53.

Summary

In this article, Peacock explores the implications of a partnership based approach to research between teachers and students. In this approach, students would work with teachers to identify problems facing their school, devise methods/ attempts in which to remedy those problems, and then carry out research (much the same way in which "action research" takes place) including data finding and analysis to study their lasting effects. In essence, Peacock's main objective is to increase opportunities for student voice.

Wheatcroft Primary School was the first to pilot this program. For example, students complained of hunger during class. In response to the problem the "student/ teacher research team" at Wheatcroft devised a "tuck shop" of snacks which could be accessed at any point during the lesson. The "research" team then studied the affect of this shop on student motivation and attentiveness. They found that student engagement increased dramatically.

Other opportunities for student voice include "feedback boxes" placed around the school and a "bully box" on the playground. In the "feedback boxes" students can write notes or suggestions for teachers and in the "bully box," students can address issues of harassment on the playground.

These ideas amongst others were all devised during weekly "assemblies" where students all take part in problem solving related to issues affecting the school.

Analysis:

This article is relevant and intriguing on several levels. First, as a matter of principal, it raises awareness of the importance of creating equivocation in the relationship between teacher and student. It serves to offer insight as to why there seems to be so much disconnect between what curriculum the teacher deems most relevant compared to that of their pupils.

The article also includes several examples for how student voice has affected the overall management of the school. It includes numerous transcriptions from interviews conducted with actual pupils. The questions are not loaded or leading, giving students the opportunity to answer authentically and in accordance to their observations.

Where the article comes short is in its failure to explore the platforms in which "student/ teacher" communication takes place. It mentions school wide assemblies and meetings without extrapolating on how those forums are conducted. It is mainly a composition of excerpts from students regarding their overall viewpoint of Wheatcroft.

From the text:

"Our school has been focussing on children’s voice,
which means teachers listen to children’s ideas. Most
people think that many things have improved, e.g. the
playground, bullying and lessons."

From another student: "A memory of our Playground Day when I built a camp
will stay in my head forever. I think that all the
children from the nursery to Year 6 think that the day
was one of the best days at Wheatcroft."

"I think that the pupil voice project is so important
because if the pupils did not get a say in anything it
would only be what the teachers think is right. With
pupil voice you can tell the teachers what IS right for
you – and do better!"

Questions:

I am eager and enthusiastic to incoroporate student voice in my classroom, however I have several lingering questions:

Once student voice is delivered, what platforms exist for student/ teacher interaction to address and solve those problems?

Can we really trust students to carry out the superfluous research such study necessitates?

How do I empower student voice without them "overpowering" my voice?

Choices for children: why and how to let students decide

Kohn, A. (1993). Choices for children: why and how to let students decide. Phi Delta Kappan, 75(1), 8-21.

Summary:

In this article, Alfie Kohn writes about the idea of a democratic classroom and the ways in which teachers can incorporate a shared decision making process with students. Kohn argues that a major cause of disengagement and apathy among students is a result of “burnout” and general feelings of powerlessness in ones’ own education. In his discussion of the rationale in support of student choice, he focuses on how it effects five key areas of school:

-general well-being

-behavior and values

-academic achievement

-teachers

-intrinsic value

Kohn discusses many possible ways in which teachers can create a democratic environment in the classroom. These suggestions range from sharing decisions in curriculum, allowing students to choose where they work and what they work on and determining the criteria by which their work will be judged. Kohn also points out that it is the fact that things are “discussable” not that everything will be discussed as the cornerstone of a democratic classroom.

Kohn concludes the article with a discussion of the “barriers” that many educators view as reasons for not sharing decisions. While these include issues of school structure and resistance by both teachers and students, he offers suggestions for how all of these challenges could be overcome.

Analysis:

The article offers both a philosophical and practical approach for incorporating democratic values in a classroom. Kohn offers small (and seemingly minor) ways students can be involved in the decision making process that seem relevant and meaningful for both students and teachers interested in this topic. He also suggests ways to balance the process, especially teachers working in very structured environments. For example, teacher and students taking turns at making decisions, providing parameters according to which decisions can be made and offering suggestions/guidance but leaving the final decision to the students. For teachers who are considering including some aspects of democracy in their classroom, it's a good article to start with for practical ideas and justification for doing them.

From The Text:

“The best predictor (for burnout) is not too much work, too little time, or too little compensation. Rather, it is powerlessness- a lack of control over what one is doing” (Kohn).

“Schooling is typically about doing things to children, not working with them. An array of punishments and rewards is used to enforce compliance with an agenda that students rarely have any opportunity to influence” (Kohn).

“Students should not only be trained to live in a democracy when they grow up; they should have the chance to live in one today” (Kohn).

“A democratic approach doesn’t demand that everything is actively chosen to debate, only that it can be” (Kohn).

“The astonishing fact is that so many of these teachers treat their students in exactly the way they themselves find so offensive” (Kohn).

“A teacher is convinced that children are egocentric little terrors who must be forced to attend to other people’s needs is likely to prefer a model of tight control. And control, in turn, produces exactly the sort of antisocial behavior that such a teacher expects, confirming the view that such tactics are needed” (Kohn).

“For decades, prescriptions have been offered to enhance student motivation and achievement. But these ideas are unlikely to make much of a difference so long as students are controlled and silenced” (Kohn).

Other Sources:

Kamii, C. (1991). Toward autonomy: The importance of critical thinking and choice making. School Psychology Review, 20(3), 382-388.

Wilford, A. (1942). The Story of the eight-year study: with conclusions and recommendations. New York: Harper&Brothers.