Other Views
Other Views
TO those who study successful schools, it has become clear that an ever-present variable, recognized in some way by both young people and educators, is a sense of caring. Bring caring
into classroomsCaring does not substitute for learning but establishes a culture for learning.
We have all been disappointed by the overall lack of high achievement of Hawaii's students in the area of reading.
Is there a connection between reading scores and caring? Researchers have found that the factor listed most often by recent high school graduates as influencing the development of a real love of reading was caring teachers who were models of reading to their classes.
Today, we hear a lot about school standards and reform, and I agree that reform is necessary and that high standards are a major part of that reform.
Secretary of Education Richard Riley said in his State of American Education speech, "The American high school experience simply has to become more rigorous." Indeed, the experience must be more rigorous if we are to prepare our students for the rapidly changing society.
But, as we raise standards and expectations for our children, let us not lose sight of the need they have to feel they belong, and that they are cared for.
A potential danger is that the goal for academic achievement may come into conflict with the equally important goal of creating a caring environment.
Researchers from Stanford University have found that students from all achievement levels and sociocultural backgrounds want to succeed and be in an environment in which it is possible to do so.
This environment is, to students, a place where teachers recognize students, listen to what they have to say and respect their efforts. A recurring theme in these researchers' discussions with students is the tremendous value they place on having teachers who care.
In fact, they say, the number of student references to wanting caring teachers is so great that they believe it "speaks to the quiet desperation and loneliness of many adolescents in today's society."
The likely connection here to the recent disaster in Colorado is apparent. Two bright high school students felt disenfranchised and angry toward the school and their peers. What can schools do to avoid these kinds of tragedies?
We actually know a lot about what it takes to create a caring environment in the schools. Here is a short list:
Create an atmosphere in which people feel welcome, respected and comfortable.
Successful, caring schools are further characterized by a shared vision and sense of purpose among teachers, students and parents. Strong principals are good listeners who work with staff, students and parents to reach consensus.
STUDENTS are not the only people who need to be cared for. We all do, including teachers. According to the Board of Education's Blue Ribbon Commission on Teacher Morale, teachers receiving support from other teachers is a positive factor leading to increased morale and a healthy school environment.
The teachers said they want to be "respected, nurtured, supported and valued." Regardless of age, we all seek to be respected, accepted and cared for.
If a teacher is viewed as not caring, students lack incentive to do schoolwork or to participate in class. Students will achieve at higher levels when they are cared for and learn to care for others.
When you think about it, academic success is not the only outcome we seek for our children. Learning to care for others is itself an important goal, and may be the greatest achievement of all.
Randy Hitz is dean of the College of Education
at the University of Hawaii at Manoa.