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You
are here: Managing the Active, Differentiated-Learning Classroom
by Mark Kennedy
If we are to build learning environments which are open to new horizons, a prerequisite --although often overlooked-- is how to manage the active classroom. That is, if the teacher does not direct all aspects of student learning in a standard, whole-group fashion at all times, how do we ensure that kids won't get lost in the open spaces, that they'll be able to be self-directed, that more learning will occur, not less? I have struggled to answer this question for about 10 years, from the time I first began to attempt to establish a classroom culture which honored and encouraged individual differences in learning needs. In this article I would like to share my answer: Micro Self-Government, or just Micro.
Micro not only allows for differences in student learning needs, perspectives, and intelligence factors, but also allows kids to learn social and democratic principles in a natural, experiential flow. Further, this is a system very open to input from all concerned, and so which naturally leads to self-revision, in the process nurturing kids' understanding that our social systems and structures can and should be open to their input, participation, and demands for change. While my current teaching assignment is working with kids who have been rejected by every other public educational institution- the last stop, so to speak- I believe this extreme situation only proves that the truths uncovered will work anywhere.
Micro Self-Government: What's at Stake
It was just days before the Christmas break: the good news. But, everyone was feeling the intensity of the approaching holidays: the bad news. As a dangerous corollary, I found out some of my students were involved in a he-said-she-said undertow. By the time I got word of the dispute, it had escalated through the argument stage and on to the level of threats, never idle in my county-run alternative education class where everyone is "backed up" by older homies, and violence and tragedy can be just a phone call away.I reminded myself this was not paranoia- I'd seen it happen before. And the thought of losing one more kid was more than I could take. On the one hand, if we could get to Friday, the two weeks off would act as a natural cooling off period. On the other hand, Friday was two days away, a lifetime. I could picture it all too easily: the slowing car, the ugly flash of metal, the crack of gunshotsanother tragedy over in a heartbeat. I'd have given anything for it to be Friday afternoon. But it wasn't, and it was up to me to do something if this mess was going to be stopped.
I knew from experience that calling in a harsh response- police and probation officers- would not work, would only drive the conflict out of sight. I also knew that counseling, even from trusted adults, would bring a polite but distant reaction, and would merely result in an interlude in the action. Fortunately, however, for almost a decade my classroom has been student self-governed through Micro, with the intent of nurturing educational, social and communal authenticity through the balance of student empowerment and responsibility.
To make a long story short, the current crop of student Micro leaders was able and willing to step in and handle this situation through a combination of individual and group peer mediation. I turned them loose in an adjoining room, where they conducted a two-hour counseling/support/tough-talk session. Incredibly, when all the participants finally emerged, it became apparent that these children had gone beyond damage control, to healing; old resentments were released and old friendships between the feuding parties, reestablished. The almost-combatants were now just kids again, excited about the coming holidays, because of the work of some other kids- who had earlier grown through the balance of freedom and responsibility inherent in Micro Self-Government.
Micro Self-Government: Why it Works
One reason we were able to handle this problem at the classroom levelin reality, the only level possibleis that students already knew that our class is not just preparation for life, but is life; That it's not a time-out from the real world, as traditional schooling is seen to be; That we don't believe it "unprofessional" for the teacher and others to acknowledge real-life problems they're facing; That it's OK to acknowledge we're all real people, not just academic blank slates. A further reason for our ability to resolve this crisis is that we had the human resources in place when the crisis arose: some students had earlier stepped up to leadership positions in the Micro organization, a natural development within the framework of this system. Micro is pragmatic for another reason as well. It calls students to practice citizenship and work skills. That is, the system gives students the authority to make many logistical decisions which affect them, but also the responsibility for the outcomes of such decisions, all within a safe environment, reminiscent of Maslow's concerns (Dickinson, 2001).This deceptively simple balance of authority and responsibility is the same concept upon which the founders built our country. The social compact between the people and the government empowers the citizenry to make material decisions about government, including who will serve in it, and in return for that power the citizenry agrees to abide by the decisions of the representatives it has elected. The result is our rule of law, to which even the president of the United States is obligated. Using the concepts of social compact and rule of law in the classroom and school, not merely as abstract history lessons but as tangible guidelines for classroom self-management, can have two further pragmatic benefits: such practice reduces stress for teachers (by delegating some responsibility) and students (who share in the authority); and, it is educationally significant, in freeing students to find and pursue the particular avenue to learning which best works for them. There are many good maps available for guiding such exploration (Sternberg, 1985; Gardner, 1983/1993; Diamond & Hopson, 1998; Dunn, 1996; Kennedy, 2001).
Micro is Doable: How it Works
While the brevity of this article limits us to merely a glimpse of how Micro might work, still I believe it can be a revealing glimpse. And long-term help is available elsewhere for those who are interested. There are three essentials which must be a part of any Micro system for it to work: an organizational chart; micro regulations; and a micro economy. I would like to share a sample of just one way I have implemented each in the past, in order to flesh out the theoretical skeleton. The ultimate form these take, however, is very open to customization and revision. In fact, when teaching this concept to preservice/early service teachers, I encourage them to raid my ideas and modify anything they'd like.Organizational Chart
Micro begins with a simple organizational chart. Through trial and error, I have found that kids in elementary through middle school prefer a democratic form of self-rule, such as a city government might use. High schoolers, however, sometimes think that approach gimmicky, and so with them I have had more success with a corporate system. Depending on the grade level and sophistication of students, I may require them to complete a job application for the position they want, and even conduct interviews if time allows (or, I interview potential student leaders, who then interview and hire others).Micro Regulations
Micro regulations, taking the form of rules (corporation) or laws (democracy), are simple to generate. The very first set of such regulations, I brainstormed with kids to determine what would reasonably be included. We came up with a list which has held up for almost ten years (for ideas on such a brainstorming session, see: Brodhagen, 1995). Since then, each year we take a look at that list and decide if anything needs to be added or deleted, and if the penalties are still appropriate. Once completed, I have all students sign a copy of these self-selected regulationswhich then become our posted classroom rulesand take a copy home for parents to peruse and sign. I have had overwhelmingly positive feedback from parents.Micro Economy
Everything I've introduced so far would just be a fun idea if it weren't for the Micro Economy. You see, for the abrogation of any regulation, there is a monetary penalty attached. The micro money consists of simple hand drawn bills about the size of monopoly money (For a ready-made starter set, see Partin & Lovett, 1988). I photocopy these drawings on a different color paper for each denomination and then laminate before cutting. The color and lamination discourage attempts at counterfeiting and enhanced durability. Alternatives to cash which I and others have used include checking accounts and stock certificates (which can then be tied to a stock on the NYSE or mutual fund on Nasdaq, so students can practice following equity investmentsa great way, incidentally, to learn and practice fraction conversion and reduction).It is important to offer things to buy or rent for Micro money which have some student appeal. A few ideas are: school supplies; a favorite desk (next to boyfriend/girlfriend/by the door or window); cups for bottled water (water is freenot the cup, which raises environmental awareness); time in a teacher chair or desk; and fines (as for using inappropriate language- or whatever was generated for your list of rules). This appeal infuses the currency with value, and students quickly learn that if they want to buy a real donut from the box which I bring on Fridays, I only accept "that fake money"; My explanation is always, "If it gets you a real donut, it must be real money/have real value." Of course, this opens a rich vein for discussing why mere pieces of paper can be traded for real items in the macro society.
Micro is Significant: Some Ways it Works
Micro leaders are selected very carefully because as we saw in the opening scenario, Micro is not a game, but a real (if micro-societal) system of authority and responsibility. Leaders will need to appreciate the fact that I, school administrators, district/county-level educators, and even probation officers and juvenile court judges familiar with the program will be expecting them to take a significant level of responsibility. For example, when guests visit (such as accreditation teams, state auditors, or regional educators looking for ideas), student leaders do the lion's share of the talking. I view this as both a responsibility and a reward for their commitment, sacrifice and growth. A further benefit of Micro as a classroom management system is its personal and leadership development. This development fulfills naturally and authentically the goals of a plethora of single-focus civic virtue programs, including: service learning, peer mediation, restitution, character education, violence prevention, personal development, and anger management.From Micro to Macro: Two Success Stories
While not every CEO or mayor who leaves my class has gone on to graduate summa cum laude from Harvard ( of course, neither did I), every one has stayed off drugs, has either completed high school or continued into adult school, and has stayed in touch with me (going back at least seven years, anyway, at two to three CEO's/mayors a year). About half are working full time to support themselves and families, while the rest have continued into college- often a community college. Perhaps half of the latter have expressed interest in becoming teachers and counselors with high-risk youth. I would like to offer the changes in two kids as an anecdotal rationale for Micro.First there is Vicki, who came to my class as a sixteen-year-old child of an alcoholic father and perhaps, one suspects, of sexual abuse. She was what the culture would call a "player." As is so typical, Vicki had dropped out of school in the ninth grade, and so had completed less than one full year of high school credits. In the beginning, she fell right in with the wrong people at our school, those with whom she could continue on the same course. After a few months under Micro, however, she began to become more serious about schoolwork, and at the same time seemingly more aware of others, their feelings and circumstances. Vicki was by no means free from her past, though, and it turned out she became pregnant. But even with morning sickness and doctors appointments, even with the time off necessary to have the baby, Vicki returned to school more intent and focused than ever. She was able to complete all her credits, pass the high school proficiency exams, and for the past couple of years, has been attending community college. Her goal is to work with at-risk youth, perhaps as a probation officer, social worker, or counselor.
Second, I offer Peter. Half-Hispanic/half-white, somewhat nerdy and an outcast, Peter was close to his father, but at odds with his stepmother. He had been expelled from his comprehensive high school as a freshman for dealing drugs, and had done time in juvenile hall before being released to attend a court and community school class. I always suspected Peter hid a red-hot rage behind a ready smile, although this observation was from a distance at first: Peter went through several other teachers at our school before they gave him to me- the last stop. I sensed that it was Peter the (former?) drug dealer who first walked through my door. Yet after a few months he began to change, acting more like a stakeholder, even defending our Micro system to newer enrollees who thought it silly and childish. Within nine months, Peter became first a division chief, and then the class CEO. He held that position for another six months, until it was time for him to return to high school for his last semester, so that he could graduate and walk with his class. Peter went on to attend (and complete) an associate of arts degree, and to become a full-time, daytime manager in a regional hardware chain, a family operation known for paying well and offering excellent benefits in order to attract the best people. As he arrived the last time he came to visit me, I noticed his car was a much more expensive model than mine!
Micro: A structure for self-directed, differentiated learning
There are both more and less dramatic success stories from the Micro organization structure: these two leaders are merely illustrative. While I'm sure there are other important elements to these students' success, I'm just as sure that these two would not have been capable of having found their own authentic, unique paths to living as independent adults and lifelong learners without the Micro experience. As an added benefit, they helped me and their fellow students become better, more enthusiastic learners as we all traversed our active classroom, and to understand through experience what the careful balance of freedom and responsibility in America- and the American classroom- is about.
References
Brodhagen, B. "The situation made us special." In Apple, M. & J. Beane, Eds. Democratic Schools. Alexandria, VA: ASCD.,1995.
Diamond, M. & Hopson, J. Magic Trees of the Mind: How to nurture your child's intelligence, creativity, and healthy emotions form birth through adolescence. Penguin Books, 1998.
Dickinson, D. (2001). Revisiting Maslow. New Horizons for Learning Electronic Journal, July 1996.
Dunn, Rita Stafford, How to Implement and Supervise a Learning Style Program, Assn for Supervision & Curriculm Development, 1996.
Gardner, H. Frames of mind: The theory of multiple intelligences. New York: Basic Books, 1993.
Kennedy, M. Lessons from the Hawk. Brandon, VT: Holistic Education Press, 2001.
Partin, R. and M. Lovett. Social studies teacher's survival kit. West Nyack, NY: The Center for Applied Research in Education, 1998.
Sternberg, R. Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press, 1985.
Mark Kennedy is an alternative education teacher at San Bernardino (CA) County's West End Community School. He has served as an acting principal, lead teacher, mentor teacher, interdisciplinary team leader, and self-study focus group chair, as well as a part-time faculty member with Chapman University. Mark has written a dozen articles for publication, and two books: Lessons from the Hawk http://www.newhorizons.org/strategies/democratic/dem_review_kennedy.htm and Classroom Management: the Dance of the Dolphin http://www.newhorizons.org/strategies/democratic/dem_review_kennedy2.htm. He would love to hear from you at kidswarrior@netzero.net
He has a website at http://www.harmoniouswarrior.com
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