Module Three: Reading Three

Module Three

Reading Three: Structure

Building the Structure

Building a structured classroom is a developmental process and begins and ends with structure and consistency. True democracy consists of both rights and obligations. If either is downplayed, then personal freedom suffers. In exercising our own rights we obey the laws and thus protect our own and our neighbors' peace. Being human, we can recall times when human weakness and desires combined and we broke the law. At times we were caught and suffered the sanctions or consequences of breaking the law. Sometimes we were not caught, but suffered consequences that were a natural part of damaging the rights or property of others. In those instances, we suffered the natural consequences of our actions. We were able to gain a clear linear recognition of law and a growing awareness of how freedoms and choices could be curtailed.

As we matured, we began to make our own set of laws and rules, recognizing patterns of cause and effect. Many of these rules were not codified into law or written down. Some dealt with relationships, some with the foods we could and could not eat, some came from "on high" and were given out and collected upon by adults and authorities. If the imposed rules seemed too weighty, too autocratic, it began a thought process of "me and them." "Me" is the victim, the one who must take orders. "Them", the enemy, becomes a focal point for future action. "Someday I'll be in charge, and then I'll show them." Even those of us who assumed a pseudo stance of compliance, who recognized the value of pleasing others, had many scripts written for getting around the rules and for taking the place of "them." It certainly did not teach a democratic view of life.

So, in the classroom, in order to set up a discipline system based on freedom and obligation, law and consequences, we must establish a structure of freedoms inherent in being a member in a democratic setting. To be effective, it will be clearly defined. There will be a fully developed set of procedures, practices, written rules and consequences. The classroom setting can neither initiate nor perpetuate the "me and them" or autocratic feeling if we are facilitating students taking on the responsibility of being life long learners

Norms
In addition, there must be a teacher at the helm who is aware of self, of unspoken expectations and aware of unspoken ideas and belief systems from the community. Those undercurrents are some of the most viable rules and regulations in our lives. We refer to them as "norms" and they are the true parameters, despite what may be written and posted as the rules. At times we admit to them as a bias or a script. Regardless of the names we give them, they are strong imperatives and make it difficult to maintain a democratic process. A few examples of hidden feelings that emerge in verbalizations follow:

"He's talking through his nose. I hate that! He must be dumb if he can't even blow his nose."
"That kid's doesn't change his clothes. Talk about low life. Trash!"
"If you can't figure out that the pencil needs to be sharpened, you'll never get through algebra."
"His sister was the best student I had. I can't wait to have him in class."

The feelings often become reflected as a pecking order - Larry comes to school having been bawled out by Dad, so teacher becomes the butt of retaliation. Teacher becomes upset so s/he overreacts to Jason's behavior and Jason (the nasal kid) "gets it"; Jason becomes enraged so two neighboring students, usually friends, get upturned from their seats, --- and the pattern moves through the classroom like pocket billiards. Much as each of us wants to be fair, consistent, above reproach in our emotional stability, human beings are not as naturally consistent or logical as we would like. However, by addressing norms, reviewing and recognizing biases and world or student views, we add to our consistency and become better able to provide the democratic setting and model egalitarian demeanor.

Natural Laws
Further, there are many natural laws, especially those dealing with relationships and ethical practice toward one another, which have not been codified. Some have not been written down because they are passed through oral tradition and modeling.

"If you hold the knife that way you will get cut."
"Don't talk to strangers, you might get hurt"
"If you jump off the building you'll break your leg."
"Look people in the eyes when you talk or they'll think you're hiding something."
"Don't run in the halls."

These unwritten rules, sometimes also called mores, often become the practices and procedures that are explained and expected by the family or in the classroom. The more thoroughly we introduce them and practice them, the more savvy the students' behavior will seem. The better we explain them and the natural consequences which led to the beliefs, the easier it will be to have students accept them, practice them, and pass them along to peers. Some have not been written down because they are multi-dimensional and developmental in nature. They are difficult to conceptualize and hard to put into words. As a person grows in self-understanding and moral reasoning, the meanings change. The perspective and value alter. It is impossible to legislate affairs of the heart. It is inappropriate to define the rules of human interchange in a narrow dimension which delays further insights. The Golden Rule can serve as an example:

"Do unto others as you would have them do unto you."

Layers of meaning or connotation:

"Get the first jab in, then duck."
"You be good to me and I'll be good to you."
"How would you feel if your sister took the biggest piece?"
"Cast your bread upon the waters and it will come back buttered."
"What comes around goes around."
"Whatever good I can do, I will do, for I shall not pass this way again."
"If a man asks you to go with him a mile, go with him twain."
"Ask not what your country can do for you but what you can do for your country."

The difficulty inherent in the development of meaning and understanding of such complex ideals and rules of human interaction gives further impetus to the importance of careful thought in initiating a democratic discipline process. We want to utilize a process of education that furthers development of insights and the growth of the student, the growth of understanding about self, about human nature and acquisition of social competence.

The successful classroom cannot be legislated. One set of rules or ways to manage students cannot be mandated because it is a complex, very personal, evolving situation. Initially, the students cannot be given responsibility to establish the setting and the rules, because they must be tutored in the skills before they can be expected to envision their importance. And students, through our work in the classroom, will be gaining a better understanding of rules, of responsibility, the onus of ownership before they can make informed decisions about the setting for cradling and nurturing the democratic spirit and practice of honor and justice.

The effective educator recognizes the complex interplay of rules, routines, norms and human needs. These are carefully considered and included as rules, practices and procedures as the democratic classroom is initiated.
These factors are interwoven and embedded in one another. As we recall and review the positive and negative modeling, recalled from parents, authority figures and teachers, we gather clues about verbalized beliefs as well as submerged behaviors we act out spontaneously. These become the basis for explicating norms and hidden beliefs or expectations which creep in and color the classroom environment and which catch us up in behaviors we would not normally exhibit. They also point up and clarify some we use without thought and when under pressure. Once we have established them for ourselves we will be more vigilant in recognizing and controlling them. We will be more alert to them as they surface in the classroom, too.

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