This year has begun with a lot of discussion about how Common Core will affect instruction, curriculum, and assessment, conversations that usually circle up to the intended outcomes of our K-12 education system. In my district in Oakland, CA, we aim to prepare students to be "college and career ready." Explorations of the achievement gap and structural inequities also point to ways in which some of our students (primarily low income black and Latino students) end up at a disadvantage when competing for jobs after going through our schools.
A parent shared a wonderful story recently about his 24-year-old son letting him know that he was going to change his passwords and asking if it was OK with him. The father chuckled as he shared this story, but he was also in a state of bewilderment that his son was still honoring their agreement from ten years ago -- the one where his dad would have access to the 14-year-old's passwords. Sure, the son had stumbled and misstepped, sometimes without the father's knowledge, but the trust factor was sealed with a safe agreement between parent and child, and that bond had lasted in to early adulthood. Impressive.
"The whole morning meeting not only sets a really good tone for the students, but it sets a tone for me." - Teacher in Louisville, Kentucky
When I first learned about the Morning Meeting model, I was working as an elementary school principal in Pasadena, California. I was new to that school, so I was skeptical about launching too many initiatives, but also curious about how it could work to transform my school and the lives of our students.
Education is catastrophically deficient in trust. Pro-accountability education reformers presume that, absent carrots and sticks, classrooms would be overrun with lazy and incapable teachers. Traditional instructors presume that, absent carrots and sticks, classrooms would be overrun with lazy and incapable students. Both viewpoints emerge from a noble desire to make classrooms high-performance spaces, but in actuality they suppress excellence.
Dara Feldman, in her inspiring new book, The Heart of Education, makes a strong point that every child -- indeed, every person -- is endowed with the capacity to live a happy, principled life. What is needed is some direction and support to make this happen, and the start of school is an ideal time to set this in motion.
My most important back-to-school supply doesn't fit in a backpack, and it can't be ordered online. It's as essential as a pencil, but unlike a pencil, no technology can replace it. In a sense, like a fresh box of crayons, it can come in many colors. Better than the latest gadget, it's possible to equip every student with it, and even better, when we do, it can transform our world.
"She makes my life miserable every day!" cries Madison, one of the girls in my fourth grade class. She sinks her chubby frame onto the bench next to me, and folds her arms dramatically over her uniform. A pout curls her lower lip and tears twinkle inside her eyelids as she dashes a fierce glance sideways at Hailey, who is still blissfully hanging upside down on the monkey bars.
When I was introduced to the term "social-emotional learning" and began to understand its meaning, I recognized it as a ray of hope. Hope for my community, which, seemingly unbeknownst to me, had changed dramatically over the years.