Michael Saylor, CEO of Microstrategy, a Virginia
software company and a billionaire announced that plans to open a free open
university featuring a website that will provide access to contemporary
mental giants. He is already being criticized for suggesting that higher
education can be had by means of canned video packages, yet the hallowed
halls of learning are paying attention to what might eventually become a
threat. Is free tuition an idea whose time has come? There is a curious
anomaly in the world of universities that gives lip service to the idea of
learning in a non-commercialized environment and at the same time that
charges tuitions that are so high as to bring into being an entire industry
devoted to supplying information about college grants and scholarships and
providing financing for college.
The missing ingredient in the
prescriptions for better schools
Joanne Jacobs writes in the San Jose Mercury News about
why Hispanics do well at many local schools in the San Francisco Bay Area .
Based on her investigation, she makes these observations as to why some
- The teachers expect a lot from the kids.
- The teachers are trained.
- The parents are involved.
- The schools love data and know how to use it.
- More time is given to needy students.
- Part of the day students are grouped by skills.
- Teaching is in English.
This is all well and good. It would be a good start for any school,
yet the author misses an important point. As Doctor William Glasser points out in his
provactive book, Quality School: Managing Students Without Coercion,
lead-management instead boss-management needs to be the governing
orientation for both teachers and administrators.
Boss-management is at its essence coercive - do it my way or
I'll hurt you in some way. It is the way of breaking in horses that Monty
Roberts, the man who learned how to communicate with horses in their own
language, has spent his life fighting against. Lead-management, based on Dr.
work in the field of quality management, puts the burden on school
administrators and managers to see to it that the system works so that the
bulk of the students do high-quality work.
According to Dr. Glasser, leader-teachers discuss quality work with
their students and and obtain input about it from them. They model what's
expected and expect the students to evaluate their own work. The leaders
cares more for the welfare of the students than themselves or their
superiors. Once the students see that, they are willing to follow. Leaders
facilitate in noncoercive, nonadversarial settings. It is true, as Dr.
Glasser contends, that teaching is one of the most difficult jobs because
the teacher has to do what many consider an almost impossible task: convince
someone who does not want to learn to do quality work.
There was a saying in the middle of the Great Depression that there are
plenty of jobs for good salesmen. Salespersons have a difficulty analogous
to that of leader-managers; they have to convince someone who doesn't want
to buy something to buy it anyway. That is also true, of course, of selling
lead-management to the school hierarchy.
Dr. Albert Mamary, Superintendent of Schools, Johnson City, New York
writes the following about Dr. Glasser's book:
This should be required reading by every school administrator, every
teacher, every board member and all university faculty involved in the
training of teachers. There is no doubt that we need to squeeze all blame,
all coercion and all criticism out of any people-related business. Not until
we realize that schools are in a people business will we ever be able to
make meaningful changes.
Doctor William Glasser most likely is
right about the
inhibiting effect of coercion - although the right kind of persuasion
can prove to be useful. However his Lead Management prescription and Joanne Jacobs
prescriptions may still be not enough to turn the tide. Even if removal of
the time trap flaw of configuring classes strictly by age is added to
the mix, it will not suffice all because of a missing critical ingredient.
Dr. Glasser points out the undeniable
fact that human beings
have basic needs that include:
desire to belong
As adults we readily acknowledge the existence of these
needs, yet we tend to underestimate their presence in children. With respect
to the arena of power, for example, Dr. Glasser during his presentations
asks junior and senior high school students, “Where in school do you feel
important?” He writes that “This question always seems to the students
to come from outer space; they look at me as if I had asked something
Some schools are trying a teaching
script or structured curriculum that dictates class by class exactly
what procedures the teacher is to follow. There are claims that
this prescription can up test scores in schools in low socioeconomic
districts. In addition to their high cost and their dispensation of a
multitude of disconnected inert facts, I believe that this approach is
fatally flawed because it fails to satisfy at least two of the fundamental
needs of the teachers, power and freedom.
Joanne Jacobs in a follow-on article
points out inconsistencies whether one tries to blame
less-educated parents, less-educated teachers, low economic status, or
poor funding for differences in student achievement as one can find
exceptions in all these cases. She does come closer to the mark in
saying that the social status that a given culture gives to education
matters. Our culture gives lip service to the idea of education, yet it is
does not really value it for its own sake. As William Bennett, the former
Education Secretary who wrote the epilogue to the close study of Japanese
education that is contained in this site, wrote in his book The
Educated Child, "Kids are reading Batman rather than Henry James,
and that's got to change."
Joan Jacobs says that she see the
problem of quality education as a 'critical mass' issue:
"Striving must be numerous enough to raise expectations, fill
challenging classes and make studying socially respectable." That begs
the question of how to get to the critical mass? What is the missing
Gail R. Benjamin, author of Japanese Lessons:
A Year in a Japanese School through the Eyes of an American Anthropologist
and Her Children, puts her finger right on the missing ingredient
although she doesn’t use the technical term. In the academic worlds of
cognitive and social psychology it is called group dynamics. The Japanese
use the word han, which means a small group or squad usually with
five to eight members. The secret of success in the Japanese educational
system at the elementary stages is the skillful use of the group in
satisfying the basic needs that Dr. Glasser identifies.
Although the teachers keep a watchful eye, they stay in the
background as their charges work together in stable groups throughout the
academic year in all phases of school activity including cleaning up,
serving lunches to their peers, athletic and social activities as well as
By taking on various roles in the group all
members get to satisfy their basic needs for power, fun, freedom, love and
belonging. The Japanese
consider a small class, say under 35 students, to be a disadvantaged one
because it lacks a sufficient number of student with which to make up
sufficiently heterogeneous groups. The faster students help their slower
fellows; there is no division by ability. The core belief is that everyone,
by hard work and application can succeed, and by and large they do succeed.
As a general rule, teachers don’t give positive
or negative evaluations of answers in the classroom. Only the other students
evaluate. Validation comes from peers, who are the source of authority not
the teachers. Leadership power rotates around the group as do other
roles. The power given to students is illustrated by the story of Hirotada Ototake, born without arms and
legs, a pubic hero who is making changes in the traditional negative
attitude that the Japanese have for the disabled. He says that he
particularly likes to speak to grade-school children because they have no
fear of asking blunt questions. The teachers exercise power in seeing to it
that the system works.
Integration of group dynamics into the American
educational system would require a radical revision of the roles of teachers
and administrators. Progressive companies are reorganizing their structures
to make teamwork an integral part of their businesses. That idea
unfortunately doesn’t appear to be trickling down to the elementary and
high schools. The American ideal of the independent individual is a myth. In
the real world, little gets done by individuals alone. Even my Real Estate
Mortgage Broker advisor in Silicon Valley California, Elliot Ames, in his newsletter
writes: “We also find that today’s successful buyers operate within a
close knit team, consisting of themselves, their Realtor, their loan
officer, and appraiser. The competition is simply so tough that only a
coordinated team effort can prevail.”
|Crackers Can Be Bad Cookies|
The warning are out on Internet users with high speed cable or DSL
connections that are left on, and that includes home computers. The
warning is double for those who are hosting a Web site or sharing files.
Bad crackers are hackers that look for Internet Protocol numbers that
clue them into penetrating computers connected into the Internet. Once
into your machine, the hacker can store stolen or obnoxious data
to launch attacks on other machines from your computer.
Things that you can do to protect yourself include using hard-to-guess
passwords for file and print sharing, not leaving your computer
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