Table Of Content

TTeeaacchhiinngg CCoommmmuunniittyy:: LLeessssoonnss LLeeaarrnneedd iinn WWaarrttiimmee bbyy DDaarrlleennee HHaaffffnneerr HHooffffmmaann aanndd RRaayy CC.. SSppeenncceerr The continuing war on terror highlights the need for educators to emphasize community building and peaceful problem solving. T he ongoing war against terror- of violence to their students. Deci- teachers recognized that children in ism presents some unique sions must be made about whether their classes would have varied reac- challenges to the nation’s educators. to continue with “business as usual” tions to the war, especially because Classroom teachers must cope with in the classroom or to devote class some are likely to be children or sib- explaining daily war news and acts time to discussing current events. It lings of military personnel, while is important for teachers to recog- others may have Iraqi relatives or Darlene Haffner Hoffman is Chair nize that their students’ behaviors friends. Wise teachers involved their of the Education Department at and attitudes are influenced by students in reaching out to members Millikin University in Decatur, Illi- changes in the political climate of of the armed forces in positive ways. nois. She is a consultant on class- the nation and world. Collecting items to send to the troops room discipline and communica- When war broke out in Iraq, or writing letters to service members tion, having presented many many teachers realized more time overseas helped students feel a sense workshops for in-service teachers. was needed for discussions of cur- of active participation, thus reducing Dr. Hoffman is a member of the Al- rent events (Schouten 2003). As tele- feelings of anxiety and helplessness. pha Epsilon Chapter of Kappa vision news coverage brought the Educators may wish to take time Delta Pi. Ray C .Spencer is Assistant conflict into the nation’s living to reflect on the lessons learned by to the Dean of Applied Life Studies rooms, teachers and students alike students and teachers from the re- at the University of Illinois in Ur- became aware of the problems aris- cent experiences of war. Few stu- bana. He has authored several ar- ing from a lack of a sense of world dents were unaffected by the scenes ticles on public policy. Dr. Spencer community. Some students experi- of destruction and suffering that fol- is a member of the Alpha Chapter enced heightened feelings of loss, lowed September 11, 2001. Similarly, of Kappa Delta Pi. anger, and separation. Sensitive the more recent experience of see- 115566 KKaappppaa DDeellttaa PPii RReeccoorrdd •• SSuummmmeerr 22000033 ing news stories directly from the ognize that, though September 11 sisting students to become in- front lines cannot fail to influence has passed and the war on terror volved personally in constructive children’s awareness of the effects remains unresolved, the prover- actions, teachers have taught les- of the conflict. We know that chil- bial “teachable moment” may sons about the importance of the dren confronted with violence may have arrived. welfare of the broader community. act out their anxiety and fear Many educators recognize the through increased activity, lack of importance of modeling effective The Challenge for Schools participation, aggression, or problem solving in schools (Spen- The ultimate challenge con- changes in mood (Slaby, Roedell, cer and Hoffman 2001). They want fronting educators is to create Arezzo, and Hendrix 1995). While to be proactive and strive for posi- schools in which students regularly teachers and parents often are tive educational change in class- experience learning communities aware of children’s immediate room climate. Teachers recognize that encourage problem solving stress, the long-term emotional ef- that students’ academic progress is without aggression. In learning fects of the trauma may not be more likely to improve in class- communities, concern for the well- known for some time. rooms and in a world in which stu- being of the whole class or school Following earlier wars, sig- dents feel safe emotionally and so- assumes primary importance in nificant changes in the educa- cially. Yet, with the current national decision-making, and students are tional climate occurred. For ex- and state emphasis on students’ assisted to learn to be responsible ample, the Vietnam era spawned passing standardized tests, teach- members of a caring community a movement away from academic ers feel reluctant to stray from the (Lickona 1991). At the same time, regimentation and toward more traditional curriculum. students must be able to develop a humanistic schools (Rogers 1969; In reality, teachers can use a sense of belongingness, which Silberman 1970). number of strategies to create Glasser (1969; 1998) deemed essen- Immediately following the classrooms that emphasize com- tial for students to succeed in September 11 attacks, the country munity, while concurrently teach- school. Dill (1998) described a experienced a groundswell of pa- ing traditional content and skills. “peaceable school” in which stu- triotism. Students in schools across Research foundations for commu- dents and teachers practice a cul- the nation eagerly participated in nity building and violence preven- ture of nonviolence based on hu- cooperative efforts to assist victims tion have already been established mane concern for others while of the attack. Citizens felt a new (Goleman 1997; Committee for emphasizing self-respect and re- sense of unity. The new war re- Children 1997). Teachers can learn spect for others. sulted in patriotic flag waving, to integrate community-building Goleman (1997) suggested while the nation rallied around the concepts into the various content that fundamental ethical stances victims, uniting in efforts to help. areas they teach. Teachers can in life stem from an underlying Entire communities worked to- structure their discipline strate- emotional intelligence. Emo- gether to support disaster relief. gies to emphasize community tional intelligence involves the For the first time, many children and to reduce the adversarial in- ability to live in a community—to and adolescents experienced what teraction between teachers and adapt in social situations, under- it meant to work with one another students. Schools that emphasize stand others’ feelings, and delay for a cause beyond their immedi- nurturance, inclusiveness, and gratification in relation to long- ate needs. In schools and in their community feeling are less likely term goals. Goleman’s research communities, they found excite- to have incidences of violence suggested that academic success ment in working together. (Walker 1995). is related to the level of emotional Perhaps the renewed sense of Immediately after September intelligence and that career suc- community that was evidenced in 11, children needed adults in their cess may be more related to emo- working together can provide a lives to listen and reassure. Over tional intelligence than to cognitive sense of direction for teachers. the longer term, teachers have intelligence. Societal events inevitably influ- helped students to identify ways The concept of community ence what occurs in the nation’s that young people could actively implies inclusiveness, reinforcing classrooms. Educators must rec- contribute to relief efforts. By as- the need to provide special assis- Kappa Delta Pi Record • Summer 2003 157 tance for all students at risk be- •tolerance and multi- ognize students who strive to do haviorally or academically before cultural understanding their best rather than being best and the problems become insur- (www.tolerance.org/teachindex.jsp); students who help everyone to learn mountable (Gable and Van Acker •decision making rather than feel superior to those 2000; Guetzloe 2000). Ross (www.teach-nology.com/teachers/ who do not learn as quickly. Students Greene’s (1998) book, The Explo- lesson_plans/health/decisions); should put forth united efforts to- sive Child, alerted teachers to the •empathy and interpersonal ward goals, supporting one another need for schools to plan ahead to understanding and taking pride in one another’s dif- help severely disruptive children. (www.lessonplanspage.com/ ferences. They should recognize that Greene stated that most children SSOTerrorism- responsible decision-making con- will do well if they can. Some- UnderstandingEmpathy57.htm); siders whole-group welfare as well as times, faculty members simply •social responsibility individual welfare. Students must must plan ahead to provide indi- (www.esrnational.org/ understand that peaceful, nonvio- vidual services for students who wtclessons.htm); and lent, and non-power-oriented solu- are not being successful. •character building tions to problems exist and can be Schools can facilitate emotional (www.goodcharacter.com). found through persistent effort. and social-skill development by us- Teachers can incorporate talk ing school-wide violence-prevention The Challenge for about community from the first programs. Packaged programs, such Individual Teachers through the last day of school, mod- as Character Counts (Ali, Brengle, Often individual teachers, work- eling community in their own inter- Donoho, and Streitmatter 2001) and ing by themselves, become commit- actions with students, teaching about Second Step (Committee for Children ted to developing a greater sense of community through their course 1997), are among those that have community within their classrooms. content, and providing time in the demonstrated through research the Through trial and error, they find teaching day to address problems potential to decrease disciplinary what works for them. Yet, with little informally within the classroom referrals and increase pro-social time to devote to separate lessons, community. For example, teachers at behaviors. Both programs provide can educators teach students to any grade level might spend time on excellent lessons, games, and simu- value cooperation and peaceful the first day of school introducing lations for teachers to use with stu- problem solving? The answer to this grade-level appropriate examples of dents. Second Step incorporates a question depends on the flexibility what it is to be a member of the com- number of elements: empathy, im- and creative imagination of the munity. Also appropriate would be pulse control, anger management, teachers involved. Each teacher to develop a vocabulary of commu- and problem-solving skills. The pro- must approach the subject from his nity, suggesting that words like pun- gram provides practical, grade-level- or her own discipline and style. De- ishment, revenge, and get even are specific lessons for elementary and veloping classrooms that build com- better replaced with words like un- middle school students. When fac- munity is a matter of “mindset.” derstanding, caring, respect, and re- ulty members implement packaged Once a teacher commits to the goal sponsibility (Lickona 1991). Teachers or locally designed programs for of community, he or she can find can hold regular class meetings building community, there is a many ways to create classrooms that and have a suggestion box through greater possibility for change emphasize community. The follow- which students can discuss prob- throughout students’ educational ing suggestions may provide a start- lems and how to solve them. Stu- experiences. ing point for teachers and schools. dents can be invited to help create In addition, teachers can find Teachers should begin with a bulletin boards by bringing news numerous Web sites that provide shared vision of what “community” clippings or cartoons that illustrate K–12 lesson plans for teaching stu- means. A classroom community community values. Class mottos dents about living in a community. means that students and teachers and mascots can be developed to For example: collaborate to make the classroom a increase group identity. •lessons in conflict resolution positive place for all students to Teachers can examine their dis- (www.teach-nology.com/teachers/ learn. Cooperation is emphasized ciplinary policies to determine lesson_plans/health/conflict); over competition, and teachers rec- whether they teach understanding of 158 Kappa Delta Pi Record • Summer 2003 the behavior of the community. Effec- •Social sciences are another Lessons Learned tive discipline planning includes the obvious vehicle for building commu- Among the lessons learned from use of clear expectations for behav- nity. Simulations of historical events the September 11 attack and the on- iors presented in the context of cre- can enable students to examine situ- going war on terror is that, as a na- ating a positive learning climate. ations from differing perspectives tion, we can work together to re- Emphasis should be placed on the and understand the need for respon- spond to crises. Teachers must assist intrinsic rewards for good behavior, sible decision-making. students to live, work, and solve with a focus on the satisfaction of •Art lessons can assist students problems collaboratively with their work done well, rather than using to explore emotional content, par- classroom communities. Through external rewards to coerce effort. ticularly anger, in visual ways, pro- community building comes the po- Logical consequences that relate to viding opportunities for students to tential for reducing discipline prob- disruptive behavior should be iden- view creative outlets for confronting lems, decreasing violent behavior, tified, and cooperation emphasized their own emotions. and assisting students to become rather than compliance (Kohn 1996). •Mathematics teachers can as- adults who seek greater community Conflict-resolution strategies can be sist students to develop logical steps in their own lives and help build a used (Girard and Koch 1996). The to problem solving. In lower elemen- sense of community in the world. focus should be on understanding tary grades, simply approaching top- the effects of misbehavior on others, ics like division from the concept of References emphasizing the need to look at the how to “share” ten pieces of candy Ali, M., M. Brengle, A. Donoho, and F. outcomes of the choices that stu- equally among five people incorpo- Streitmatter. 2001. Character counts. University of Illinois Extension Teacher dents make and evaluate them in rates a sense of group welfare. Recertification Workshop, 27 September, Champaign, Ill. relation to the questions “Does your •Science teachers can assist Committee for Children. 1997. Second step: Violence prevention curricula trainer’s behavior help you learn? Does it help students to recognize the ethical manual. Seattle, Wash.: CFC. the group learn? What other behav- components of many scientific is- Dill, V. S. 1998. A peaceable school. Bloomington, Ind.: Phi Delta Kappa Educational iors could you choose?” (Glasser sues, as well as reinforce the logical Foundation. Gable, R. A., and R. Van Acker. 2000. The 1998). Peer involvement in identify- steps of problem solving. challenge to make schools safe: Preparing education personnel to curb student ing classroom policies and recom- •Physical education can em- aggression and violence. Teacher Educator 35(3): 1–18. mending solutions for class-wide phasize the importance of team- Girard, K., and S. J. Koch. 1996. Conflict resolution in the schools. San Francisco: behavior problems is also suggested. work. Teachers can downplay the Jossey-Bass. Glasser, W. 1969. Schools without failure. New Teachers need to recognize that importance of winning in indi- York: Harper & Row. every subject can be related to com- vidual team sports, encouraging Glasser, W. 1998. Choice theory in the classroom. New York: HarperPerennial. munity. Community-building con- students to compete with their own Goleman, D. 1997. Emotional intelligence: Why it can matter more than IQ. New York: Bantam. cepts, such as empathy, conflict records and take pride in improve- Greene, R. W. 1998. The explosive child: A new approach for understanding and parenting resolution, and respect for self and ment and effort. easily frustrated, chronically inflexible children. New York: HarperCollins. others, can be incorporated into In every content area, teachers Guetzloe, E. 2000. Teacher preparation in the age of violence: What do educators need to daily lessons. can involve students in some form know? Teacher Educator 35(3): 19–27. Kohn, A. 1996. Beyond discipline: From •Teachers of English and lan- of service activity. When students compliance to community. Alexandria, Va.: guage arts can use almost any work together for a good cause, Association for Supervision and Curriculum Development. story, play, or book as a basis for there is a spontaneous develop- Lickona, T. 1991. Educating for character: How our schools can teach respect and responsi- facilitating empathy. For ex- ment of community spirit. For ex- bility. New York: Bantam. Rogers, C. R. 1969. Freedom to learn. Columbus, ample, having students retell a ample, members of a choir who Ohio: Merrill. Schouten, F. 2003. War becomes part of lesson story from the viewpoint of an- prepare a special holiday concert plan in schools. Gannett News Service, 21 March. other character in the story pro- for senior citizens can learn to give Silberman, C. E. 1970. Crisis in the classroom: The remaking of American education. New vides the experience of under- back to their community. In every York: Random House. standing how feelings may differ. discipline, students can learn to Slaby, R. G., W. C. Roedell, D. Arezzo, and K. Hendrix. 1995. Early violence prevention: Involving students in discussing respect themselves and others, Tools for teachers of young children. Washington, D.C.: National Association for motives and effects of actions in value group achievement, and con- the Education of Young Children. Spencer, R. C., and D. H. Hoffman. 2001. any kind of literature provides an sider the impact of self-serving be- Protecting teachers’ privacy rights. The Educational Forum 65(3): 214–20. excellent way for them to explore havior as compared to collabora- Walker, D. 1995. School violence prevention. Eugene, Oreg.: ERIC Clearinghouse on their own thoughts and feelings. tive effort. Educational Management. ERIC ED 379 786. Kappa Delta Pi Record • Summer 2003 159