Theodore R. Sizer (1932–2009)

Somewhere along my journey of teaching, I realized I had started paying an awful lot of attention to more than just the content of what I was saying and having students do in class. I was paying attention to the messages and values communicated through the classroom rules, routines, and activities I was designing for the students. I started to purposefully promote particular values in my classroom.

There was no singular moment (that I can recall) where I decided to align the happenings of my show more classroom meshed with values that I felt were important. Yet now I find myself thinking (perhaps too much) about what the classroom structures and routines are really telling students. Do they emphasize fairness? Do they treat students as valuable individuals?

“What does it tell students when we make them sign in and out to use the bathroom? That we feel they’re trustworthy? That we assume they’re going to abuse the privilege? Do the safety and security benefits from having a record of students out of the classroom outweigh the implicit message to students that we don’t trust them? How does a school community decide upon these routines?”

Similar issues are discussed in with greater clarity, insight, and detail by Nancy and Ted Sizer in their book, The Students Are Watching: Schools and the Moral Contract. They each look at the routines and rituals of a school through the lens of common verbs that happen in all schools: Modeling, Grappling, Bluffing, etc.). Throughout the book it is argued that we (as individual educators as well as school communities) need to think through how we model or grapple or bluff. We are teaching students about what things we value- whether we’ve taken the effort as a community to design our routines to closely match our values or not.

In my own experience, I’ve found schools will pay lip service to values- such as treating every student as an individual- while sadly lacking to provide structures that allow students to be known as individuals. The book doesn’t condemn these schools and those that work in them as being hypocrites or incompetent. Instead, it points out that rules and routines are often well intended, but without specifically thinking through the procedures (and including students and parents in the decision making process) we often fall to a default mode of that which is easiest. However, the easiest routines usually put the adults’ needs ahead of the students’ or allow a subgroup of students to get lost in the system.

I found The Students Are Watching a challenging read. I often would stop part way through a passage and think through my own practices and how I might improve them. It doesn’t purport to provide a silver bullet to solve all of a school’s problems, but it does provide a tangible framework for thinking more carefully about what values our schools are actually promoting- and whether those values are the values we really want to be promoting. show less

There were some nice examples to illustrate the points made in every chapter. At times I think the book tried to do too much, and arguments may have been stretched a little too thin to hold the entire weight of the ideals that were conveyed. It's a good read though for future educators.

The only reason I gave it 3 stars instead of 4 or 5 is that by the time I read it, in 2010, it already felt a little dated. Otherwise, it's good sound advice for any teacher in any classroom.

My grandmother attended an academy in Tennessee between elementary and university education. It was coeducational, but there were many sex specific. It is interesting to see how the curricula of one academy described in a chapter in this book is similar to the high school curricula of my grandchildren (which was the same for me and my own parents). French, Spanish, several scienes, mathematics, geography. What is in included is religion and elocution. There was a library with books for each show more topic. There were also maps, globes and charts. show less