Students--and all stakeholders--need to believe and see proof that there is reciprocity.
Let's look at some of the CLASSIC "Why do I have to do this..." questions that students ask us every year:
A) Why do you have to assign so much homework?
B) Why do we have to take pop quizzes?
C) Why do you assign so much reading?
D) Why do I have to write a rough draft first?
E) Why do I have to work out the WHOLE problem?
F) Why do I have to cite the source in this paper?
WHY? WHY? WHY? WHY? WHY?
And let me tell you, "Because I said so" is not going to work in the professional environment. There are logical, science-supported answers to all of these questions, and you should provide your students with those very logical answers. You should also, however, make a direct connection between how hard they work for you and how hard YOU are going to work for THEM in response. For example:
A) I'm giving you a few questions each night so I can tell which concepts you don't understand. Then, when you come in tomorrow, if you misunderstood something, I'm going to explain it again a different way so you'll get it right on the test. (You do this, right?)
B) I give pop quizzes to help you set a study schedule. I know if you study a little each night, you'll be able to do better on exams. Also, I'm sure to write you quiz questions that will help you perform better on later test questions. (You do this, right?)
C) I'm assigning you the reading as a way of providing you with at-home reading experience related to my subject. When I'm getting ready to talk about something in class, I read through it first to pick out what I THINK you might need me to explain, but sometimes I may not find your question without your help. When you read the text and bring me questions, I can clear up your specific misunderstandings for you. (You do this, right?)D) When you write a rough draft, I can give you valuable feedback about your organization, content, grammar and voice before you turn in your final paper for grading. That way, your paper grades will be higher, and your paper quality will be better. (You do this, right?)
E) You have to work the whole problem because I need to see that you've mastered the steps. I know that at this level, you feel like you can do the one or two steps in your head and get the right answer. However, at the next level of Math, you will have to do four, or five, or six steps one after the other. If I can find and fix errors in your working early, your later math will be easier for you. (You do this, right?)
F) You have to cite the source so I can make sure that you've used a reliable one, not a source created by a ten-year-old. That's important because misinformation is very hard to unteach, and it will take me a long time to get the right information into your head after you've filled it with the wrong stuff. Also, we want to be sure that you know how dangerous plagiarism is for your future professional life.
These are just some justifications for instructional choices that show reciprocity (I will work for you as you work for me), and you should always be ready to justify--before students and administrators--your reasons for employing certain strategies and task types in your classroom.
Let's not leave out teacher-administrator questions!
When I read your lesson plans, I can recommend to you remedial and accelerated options to use when students perform outside of your expectations. I know that you must plan for the majority; I want to support you by noting strategies that will help you to include all.
B) Why do we have Professional Learning Community meetings every week?
I always want to know your concerns and what you need me to do to support your instruction. If there is a particular management issue, I want us to address that during the school day and in a way that will allow you to immediately try the solution and see if it works. Also, if there is a new initiative for us to try, I don't want you to attempt it without resources--including key conversations--that could lead to more immediate success.
C) Why do I need to write out a whole unit plan?
I need to see your thinking in the process of planning toward an end-product. I may be able to reveal an area of concern that you missed. In addition, I want to be able to provide you with community contacts or ideas that might lead to more authentic products for students to share with others.
D) Why am I being observed AGAIN?
I want to applaud you for what you've continued to do well, observe that the changes you've made are leading to success and suggest things to make your workday and interaction with students easier.
E) Why are you checking my data notebook?
I want to make sure you have all the data you need to make the best instructional decisions. Also, I want to make sure that you realize who your remedial and accelerated performers are so we can have tasks ready to keep them engaged and improving at the appropriate pace.
All of these answers demonstrate that as a result of YOUR work, I am working for YOU.
And parent-teacher/administrator questions:
A) Why is my child failing?
Your child is failing because he has not been able to show me in his written and spoken work that he is
B) Why are you calling me at work?
I have an urgent matter that I know we can discuss and settle quickly. I'll then make a plan that we agree can help your child to reach success.
C) Why is my child being suspended?
Your child needs some time away to consider how his actions might lead to major danger among his peers and his future colleagues in the professional setting. While he's away, we are going to plan some ways to help your child achieve balance and success in the school setting.
D) Why do I have to come in to sign a learning plan document?
We want to make sure that you understand the steps being taken to support your child's learning. If you have any questions, you'll know specifically what to ask about so we can make necessary changes.
E) Why is your dress code like that?
Our dress code is designed to allow all students to work in an environment without distractions. We don't want any one's child to be more focused on the dress of another student than he is on the instruction being delivered in the classroom. We want your child to get the knowledge you send him to school to get.
The community has its own list of ever-evolving questions, and there should be some reciprocity demonstrated in all those answers as well! I'm not talking about lip service; I'm talking about actions that can be supported with documentation and witness testimony. That's why it's important to ask yourself if you're actually doing the things that show reciprocation of effort.
If you want hard work and understanding from others, you have to show that you are a hard worker who takes time to understand others' vantage points. That's the law of reciprocity. It applies in all aspects of our world.
If you don't think that the law of reciprocity applies in schools, just give it a try. If you're a teacher, assign a 5-7 minute task where students are working and getting immediate feedback from you as a result. Call a parent and present them with a list of good things his child has done this week before sharing your concerns. If you're an administrator, visit a teacher's classroom with the data in-hand before you start the conversation about performance. Call the child's parent in for a meeting after you've already prepared a list of options for that child. Show, through your actions, that reciprocity is alive in your organization.
I bet that your office, your classroom, your school, will be more often lit by stakeholder smiles that smoldering with stakeholder anger.
Happy Hard Work and School Management,
-Ms. Moss
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