It Really Can Be This Simple

Recently, we were visiting with friends discussing myriad events as good friends do – current as well as past. I’ve always enjoyed listening to diversity of opinion, thoughts, and comments as well as offering a few of my own.

I shared I was in the middle of revisiting and writing about the school effects research specifically related to the educational attainment of those "in" and "at" risk. I’ve learned through experience that poverty – rural poverty is one of the most egregious forms of poverty with little or no relief or hope.

Risking offending some, it is very difficult to separate poverty from race in our country. This is not an epiphany or revelation. Poverty irrespective of geography creates lasting, generational cycles that are very challenging to break. Education has proven a significant factor correlated with breaking the bonds of poverty.

Even as a powerful and proven factor, much work remains.

What we have learned, however, is that a combination of powerful, proven strategies, conviction, commitment, and courage can produced consistent, constant, and long lasting impact.

From my perspective and based on experience, the school effects research provides clear understanding and foundation for not only school and school system leaders but for policy makers that are authentically and sincerely committed to “learning for all”. I have made this a centerpiece in each of the school systems I was honored and privileged to lead because I believe in the behaviors not just the words.

I temper my passion about the utility and effect of the correlates with this reality – “the learning for all mission is an inside out proposition”. That is, you can't mandate or legislate this mission or force from the outside in. If you could, we would not continue to fall short of our aspirations, goals, and intentions to achieve universal proficiency of the most basic of skill sets or knowledge sets. Inside out versus outside in – a lesson we continue to fail to learn.

Previously, I have written about two of the seven factors or correlates of effective schools – A Climate Of High Expectations for Success and Clear and Focused Mission. The third factor, Safe and Orderly Environment, is one that has significant meaning for me.

I believe that before schools and school systems can produce the desired and expected educational outcomes that the learning environment must be “free” of behaviors that impair, interfere, or contribute to an unsafe, insecure place for learners as well as teachers. My belief is based on the findings of the school effects research and the results of applying the research in classrooms, schools, and school systems.

Schools and school systems that out perform their demographics consistently and constantly have a safe and orderly environment. They are serious about creating the conditions for teachers and learners to be successful. They are committed to eradicating inappropriate behaviors as well as reinforcing and affirming behaviors that build efficacy in students and adults alike.

The Safe and Orderly Environment correlate became more than theory when I first learned and implemented Make Your Day (MYD). Going on 20 years of using MYD, I refuse to “box” it in as a program. Rather, it has and will remain a framework and process for creating and sustaining a safe and orderly environment.

My training as a pre-service and early career educator was in William Glasser’s “Control Theory” and Lee Canter’s “Assertive Discipline” underpinned with a lot of behavioral modification and theory. What would become clearer about my philosophy and practice of classroom management as well as administering discipline as a high school assistant principal was that there really was little or no consistency within and throughout a school with respect to behavioral expectations let alone the consequence of any/all violations. I count myself as guilty of the inconsistency. Then came MYD.

A proactive model and approach to “preventing” as best as possible the types of behavior that create an unsafe environment for children as well as adults. The framework and subsequent training has proven itself over and over again as effective and efficient. A key word - accountability! More on this next week.

The MYD framework answers the “how” question with respect to creating and sustaining a safe and orderly environment. Admittedly, MYD works when the adults are committed to modeling the very behaviors we expect and require from students. It is not only eradicating the undesirable behaviors but providing a process and expectations for the desired and expected behaviors of a civil society albeit in school or in the community.

We allow and tolerate certain behaviors often dismissing the antecedents of the more egregious acts. This is not a child or “kid” issue - it is an adult issue. This is where I believe MYD becomes invaluable. MYD is a comprehensive strategy for creating as well as sustaining a culture not just an environment that is safe and orderly for all.

Safe and Orderly environment comes first. Adults cannot expect a child – any child to learn when the environment is not safe as well as orderly. Though my intent was not to spend time advocating for MYD, the proof is too compelling.

For me, MYD provided the vehicle for a safe and orderly environment that in turn was responsible for unprecedented teaching and learning improvement and academic gains. It is worth serious consideration.