Dr. Ed Young THE NATURAL SYSTEMS INSTITUTE edyoung, PhD, copyright 6-1999 2 Table of Contents for Solutions to School Violence Summary of 2 Underlying

1edyoung, PhD, copyright 6-1999

Dr. Ed Young

THE NATURAL SYSTEMS INSTITUTE

edyoung, PhD, copyright 6-1999 2

Table of Contents for Solutions to School ViolenceSummary of 2 Underlying Structural Causes of

School Violence

Click here to see Presentation:

Summary of 2 Underlying Structural Causes of School Violence: presents a perspective on some principle, underlying structural causes of school violence such as the evolution of school size and organization, the way modern curriculum, lesson plans, extra curricular activities, student role systems, parental involvement, and various interlocking organizational systems, such the horizontal or architectural and the vertical systems are organized. This perspective includes the suggestion that each of these factors and their interactive influences should be examined for possible changes.


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WHAT DO WE WANT TO ACCOMPLISH

WITH OUR EDUCATIONAL INSTITUTIONS?

SCHOOL VIOLENCE AND EDUCATION REFORM

‘NO QUICK AND EASY FIXES’


USING THE NATURAL SYSTEMS’ APPROACH

TO STRUCTURAL ANALYSIS

IN REDESIGNING SCHOOL PROGRAMS

WHAT ARE THE TOOLS OF STRUCTURAL ANALYSIS?NAVIGATING THE SLIDE PRESENTATION

Please take your time and consider each point carefully. If you wish to use this format for staff and/or parental instruction, reserve sufficient time for each issue to be thoroughly discussed.

The slides are for the most part animated, but some items require a left mouse click or hitting the page keys to see the next item or go to the next slide.

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NATURAL SYSTEMS’ SCHEMA PERSPECTIVE I.

Encompassing Environments

Institution or Organization

Settings within Institution

Situations

Dyadic

Interaction

Informal Roles/RelationshipPhysical/Verbal Behavior

Cognition

Emotion/Feelings

PerceptionBackground Schemata & Schemes & Genetic Developmental Tendencies

INT

EN

TIO

NA

L

PR

OC

ES

SE

SFormal Roles

THE DUPLEX PYRAMIDS

EX

TE

RN

AL

ST

RU

CT

UR

ES

INT

ER

NA

L P

RO

CE

SS

ES

A

ND

ST

RU

CT

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ES


NATURAL SYSTEMS’ SCHEMA PERSPECTIVES II.

INT

EN

TIO

NA

L P

RO

CE

SS

ES



Situations

Dyadic

Interaction

Informal Roles/Relationship

Physical/Verbal Behavior

Cognition

Emotion/Feelings

PerceptionBackground Schemata & Schemes & Genetic Developmental Tendencies

Formal Roles

Institution’s Structure and Programs

We tend to focus primarily on these two factors when there are problems.

We could focus on these and be more productive in the long run. It is a matter of training your focus.

EX

TE

RN

AL

ST

RU

CT

UR

ES

TIME AND TRANSITIONS

SECONDARILY SECONDARILY


NATURAL SYSTEMS’ SCHEMA PERSPECTIVES III.What is it about a particular factor or level of perspective that we should focus

on? What is the impact of different Encompassing

Environments and neighborhoods on a child or a family? What affect do relations with agencies have?

What is the impact of the institution’s structure and systems or its programs on the child’s personality and the way the child learns?

What is the impact of each setting within the institution on the child? Do certain settings bring out typical kinds of situations and behaviors?

How are types of situations handled? Are staff trained to handle situations or individuals?

What kinds of formal roles for staff and students are there in the institution and in settings? What is the distribution of formal roles? How does having or not having roles affect students?

How would you characterize the interaction between staff, between staff and students, between students? How would you characterize these relationships?

What are the global and long term and local and short term transitions for students and staff? What are the life transitions for students? When and how do various transitions interact?

How do each of the above factors affect the students: Informal roles and relationships; physical and verbal behavior; cognition and learning; emotions and feelings; perceptions of people and the world; self concept; conceptions of one’s background; genetic developmental tendencies?

INT

EN

TIO

NA

L P

RO

CE

SS

ES

Background Schemata & Schemes & Genetic Developmental Tendencies


Institution’s Structure and Programs


Situations

Dyadic

Interaction

Informal Roles/Relationship

Physical/Verbal Behavior

Cognition

Emotion/Feelings

Perception

Formal Roles

TIME AND TRANSITIONSE

XT

ER

NA

L S

TR

UC

TU

RE

S


What Is It About a Particular Factor or Level of Perspective That We Should Focus on? What is the impact of different Encompassing Environments and

neighborhoods on a child or a family? What affect do relations with agencies have?

What is the impact of the institution’s structure and systems or its programs on the child’s personality and the way the child learns?

What is the impact of each setting within the institution on the child? Do certain settings bring out typical kinds of situations and behaviors?

How are types of situations handled? Are staff trained to handle situations or individuals?

What kinds of formal roles for staff and students are there in the institution and in settings? What is the distribution of formal roles? How does having or not having roles affect students?

How would you characterize the interaction between staff, between staff and students, between students? How would you characterize these relationships?

What are the global and long term and local and short term transitions for students and staff? What are the life transitions for students? When and how do various transitions interact?

How do each of the above factors affect the students: informal roles and relationships; physical and verbal behavior; cognition and learning; emotions and feelings; perceptions of people and the world; self concept; identification with school and society; goals; and chances for future success?


Factory Model for Schools

Assembly Line: Miracle of the Industrial Revolution

Unit 1 2

Structure Of American Curriculum“The Factory Model”

3All students regardless of mental capacity and regardless of individual mastery and real progress through assigned units, move steadily and relentlessly through the curriculum units as though on

an assembly line. If designed for the average, one third will be bored and one third will march steadily onward without learning a thing, just feeling more and more inferior and stupid, thus making learning more difficult.


1890

1950

Little red school house of last century: heterogeneous, individualized.

Late twentieth and twenty-first century mega-factory school: huge, highly centralized, distant from home, integration without preparation, depersonalized, maximum regimentation.

Accel

erat

ion o

f del

inquen

cy a

nd

in-s

chool v

iole

nce

How has the social culture inside the school changed over the last 150 years?

Centralized, personal, homogeneous, non-preferential treatment.

2004

FACTORY SCHOOL

What Does the Changing Social Structure Inside the Schools Have to Do With Current Social Problems?Twenty-first century: 2010 Computers and individualized instruction?


School Structure and Its Effect on Self Esteem, Drop Outs, and Delinquency

• Aspects of the structure of the school that promote social alienation and personal pathology:– Grade Structure– Sports– Extracurricular– Attire– Classroom

Structure– Social Structure and

Discipline and Teen Metamorphosis

– Amoral Curriculum

•A-Admired

•B-Accepted

•C-Tolerated, Threat Lectures to Motivate

•D-Seen as Inferior and a Problem

•F-Failure, Impossible, Routed to Special Programs

DECREASINGSELF ESTEEM

INSIDER-OUTSIDER CULTURE LEADS TO ALIENATION, PREJUDICE,

REJECTION, LOW SELF ESTEEM, WITHDRAWAL, REBELLION

USE OF AUTHORITARIAN, IMPERSONAL PUNISHMENT

FOR CONTROL WITH TEENS IN PROCESS OF

EMANCIPATION GENERATES REBELLIONPREVENTS LEARNING CHARACTER DEVELOPMENT


Structures Contain Systems The institution exists within a community with its own systems that include the civic, social, and

religious organizations, and businesses, and the geo-demographics of the parent city. The institution has a history and can be characterized as a whole or ‘Gestalt’. The institution has a vertical structure and system. Levels within the hierarchy interlock and

interact as a system. The institution has a horizontal structure and system. There is a spatial layout for departments,

classes, special functions, and routes to and from each. The horizontal system shapes other aspects of life within the institution. People and their functions within departments interact with one another as a system. Where people are physically located affects their relationships and their job performance and their feelings and emotional reactions.

The institution has performance systems that shape the goals, evaluation measures, and the manner and quality of performance of the administration, teachers, ancillary staff, students as well as parents and related outside agencies. Performance systems can be official and unofficial. In different schools one or the other may predominate.

The institution has communication systems that are shaped by the relations with the encompassing environment or city, the history and Gestalt of the institution, and its vertical, horizontal, and performance systems.

The institution has longitudinal systems that affect both feelings and performance. Longitudinal systems have a beginning, middle, and end. People tend to relate singularly to a beginning or end without regard to the other external and internal systems.

The institution has social systems that are shaped by the encompassing environment, history and Gestalt, vertical, horizontal, performance, communication, and longitudinal systems. Social systems, in turn, affect all other systems. When people within systems tend to explain why someone else within the system acts the way they do, they tend to say it is because of their personality.

Characteristics of personalities, character, and minds are more a function of structures and systems than something intrinsic to the person. When we change the structures and systems, people within them tend to change.


What Do We Want to Happen to This Child?

CHILD’S BRAIN MATURING IN KNOWLEDGE AND MATURITY

From Here

to Here?

Child

Grown up and Now a Parent


If you were emperor of the school,

what kind of structure would you create

in order to optimize

students’

mental and personal growth?


A Warm up Exercise in Structural Analysis: Beginning With the Structure of the Institution, What Could Be Restructured So As to Bring Out the Best in the Students?

Entrance

Looking at Simplified, Hypothetical Vertical and Horizontal Systems, What Do You Think Could Be Restructured?

How Could These Two Systems Be Re-designed?

S u p p ort S ervice

S tu d en ts

Teach er C ou n se lo r

A d m in is tra to r

One aspect of the vertical system is control. There are types and degrees of control.

What is the relation of students to the vertical system?

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

SupportServices

Counselors

Administration

Classroom

Two aspects of horizontal systems are departmental functions and and location.


•GUIDELINES FOR RE-DESIGNING

• Getting a mental grasp of the problem and working toward solutions.– Recall the kinds of problems that you have with these young students.– List them and then arrange them in order of how serious each problem is

for the students’ future.– Now try to imagine creative ways to rearrange structures so that it

becomes possible to capitalize on certain problems and turn them into opportunities for the students to really learn important lessons for life from them.

– Imagine ways to do this that do not turn the students off.• Now, let us assume that one major problem is their lack of

awareness of the consequences of their acts.


Infant

INFANT’S DEGREE OF AWARENESS OF CONSEQUENCES

DEGREE OF AWARENESS OF CONSEQUENCESCHILD’S

DEGREE OF AWARENESS OF CONSEQUENCES

DEGREE OF AWARENESS OF CONSEQUENCESPRE-TEEN’S

EARLY TEEN’S DEGREE OF AWARENESS OF CONSEQUENCES


MID TEEN’S

LATE TEEN’S


YOUNG ADULT’S

ADULT’S

DEGREE’S OF AWARENESS OF THE CONSEQUENCES OF ONE’S ACTIONS TENDS TO INCREASE DRAMATICALLY ACROSS THE LIFE SPAN. TEENS ARE JUST BEGINNING TO BECOME AWARE.


DEGREES OF AWARENESS OF THE ROLE OF ONE’S PAST AND THE PAST OF THE WORLD IN DETERMINING THE FUTURE. USE OF THE PAST TO UNDERSTAND THE PRESENT AND

CHART A COURSE FOR THE FUTURE THAT AVOIDS NEGATIVE CONSEQUENCES

MID TEEN’S

ADULT’S

InfantINFANT’S DEGREE OF AWARENESS OF

CONSEQUENCES


CHILD’S


EARLY TEEN’S


PRE-TEEN’S


DEGREE OF AWARENESS

OF CONSEQUENCES

LATE TEEN’S

DEGREE OF AWARENESS OF CONSEQUENCESYOUNG ADULT’S

Dawning awareness of the use of the past in

understanding the present and charting the course for the future.

AWARENESS OF THE

PAST

IS

A

COMPARATIVELY

MORE

SOPHISTICATED

SKILL

Degree of knowledge of

consequences


Child Intending and Adventuring

GOLDEN RULE OF PARENTINGTeacher/Parent Intuiting and

Bonding with the Child’s Intentional Processes

• Parent: What is the child intending now?– How has the child perceived and assessed the situation?

• Is the child’s reaction to what he/she sees and assesses pleasant and inviting or unpleasant and uninviting?

– What could the child have imagined he/she could do with this situation? What is the child about to do?

• How is the child going about the activity and with what possible outcome in mind?

– Is the child aware of what effects he/she is having on the objects or persons involved and re directing or correcting to account for these effects?

• What was the outcome and how has the child reacted to the outcome?

– What is the child learning from the whole experience and its outcome?

• How can I assist the child in learning to use, trust, and develop his/her own intentional processes, particularly judgment?

• How is the child going to store this final assessment and revision for future reference? Here, the child’s

behavior is not the primary concern, nor

is discipline in the class.

• Child: Inner Processes:– Assessing the situation;

• Experiencing Pleasure/Pain;• Orienting self to situation;

– Envisioning possibilities for action in the situation;

• Carrying out the act with anticipation of outcome;

– Monitoring progress of acts;– Experience at completion;

• Assessing outcome and process and Revising for future reference;

– Storing in memory in the appropriate category of Schemata.

Teachers convey that they are interested in the child’s inner processes as well as its effects on the world.Teachers convey that they want the child to learn from and enjoy experience, gain competence, benefit from good judgment and have a strong, healthy independent will for self reliance, success, and happiness in life.This is the highest priority lesson and it should begin to be taught when the child is an infant. Third parties, Teachers, and peers, become more influential in the early teens.


Catching a Bird in Flight Is Difficult.• Teaching a lesson for life in a busy classroom is

difficult.• When the objective is control of behavior, the lesson is

not likely to be learned well.• When the objective is to facilitate the child’s becoming

more mature and sophisticated, this objective is more in line with the child’s own [unconscious] goals.

• There needs to be a medium suited to this objective.• The following are three structural suggestions for

creating such a medium.


I. Support Teams As Surrogate Parents

Alright! This is his plan. We support you. Now, come back after you’ve tried it and let’s all see how it went.

Members of Support Teams: Teachers, counselors, support services, third parties, anyone >other than parents< that are concerned with the youth’s educational progress and personal growth.

Parents maintain regular meetings with teachers.


WHEN THE FOCUS IS ON THE ADULT’S JUDGMENT

ADULT HAS:SUPERIOR KNOWLEDGE

AND JUDGMENT

CHILD HAS AND RETAINS:IMMATURE JUDGMENT

Teacher/Parent may say: I know better. I have more experience and knowledge. So, do what I say. Take my advice and orders. Stop talking to me about what you think because you don’t know anything!

Child says: You don’t know what you are talking about. When you are out of sight, I’m going to do my own thing. You make me feel inferior and inadequate and afraid to grow up. I am very anxious and resentful, and afraid of the future. I hate you. You have no confidence in me. I’ll make you sorry.

ADULT HAS: SUPERIOR KNOWLEDGE

AND JUDGMENTTeacher/Parent can say: Yes, I have more experience and knowledge, but I want you to develop your own. So, think your alternatives and decision over, use your own judgment, and then deal with and learn from the consequences. I can listen to you and discuss it with you, but you have to learn to use your own judgment.

CHILD DEVELOPS: MATURE KNOWLEDGE AND

JUDGMENT

Child says: It is hard and scary to use my own judgment and accept the consequences. I can’t blame anyone else. If I make mistakes, I will try to learn to not make the same mistakes again. Actually, the more I try it, the better I get at it. The more confident and responsible I get, the better I feel about myself and you too.

WHEN THE FOCUS IS ON DEVELOPING THE CHILD’S JUDGMENT

What Is the Principle Involved Here?DEVELOPING GOOD JUDGMENT IN THE CHILDDEVELOPING GOOD JUDGMENT IN THE CHILD


HOW WOULD YOU DESIGN A SYSTEM

THAT OPTIMIZED THE POSSIBILITY

THAT EACH STUDENT

LEARNED TO USE GOOD JUDGMENT

AND LEARNED MATURITY

AND POSITIVE SOCIAL SKILLS

TO ENSURE THAT THEY WERE PREPARED TO BE RESPONSIBLE

CITIZENS AS ADULTS?


II. Creating Pro-Social Roles: A Structure of Pro Social Roles and Role Specified Behaviors Replaces Negative Behaviors With Positive, Develops Self Esteem, Emotional Security, a Positive

View of the World, Identification With the School,, and a Wide Range of Positive Social Skills• Planning ahead• Constructive goal setting• Using Mediation with peers• Resolving conflicts• Meeting to discuss issues• Engaging in problem solving• Negotiating• Responsibility and pride in work• Teaching and mentoring• Positive supervision of peers• Responsible decision making• Objective evaluating• Peer counseling and listening• Healthy, sportsman playing• Effective studying-learning• Positive participant in groups• Competing fairly• Cooperating• Sharing• Expressing feelings honestly and

diplomatically• Self discipline and delay of

gratification• Healthy giving and receiving

recognition and awards• Accepting different people• Volunteering but reasonable helping

Creating pro social roles that have a

positive impact on the school

School environment improves and the

youth can take partial credit, increasing self

esteem and identification with the

school

School becomes a positive host for supporting

pro social roles, making it easier for the teacher to also teach life-

lessons

Students occupying pro social roles

incorporate positive behavior, character, maturity, self worth, pride in the school, and identification

with society instead of alienation

Some pro social role behaviors

Pro social Role


What Kind of a System of Formal Roles could you design

that would ensure that all students had the opportunity to serve in a

positive formal role

and to be both a facilitator to their peers’ efforts to grow,

mature,

and succeed academically

and be a receiver of their peers

efforts to facilitate their own

personal, social, and academic growth?


NECESSARY CONNECTIONS• Academic success is not only necessary to pass, to succeed

later in life, but also determines the child’s self esteem, relations with peers, self concept, mood, and whether they have a sense of belonging to the school and the larger society.

• For some children, each time they attempt an academic task and find it impossible, they lose faith in themselves, they lose investment in the task, and they feel their life is a little more hopeless.

• These are the children that fail, drop out, become delinquents, and fail to connect with the world of work later in life.

• This process is very costly to the child now and as an adult, but also costly to society.

• Why does this happen and what could be done about it?


PEDAGOGICAL PROBLEMS THAT REQUIRE ALTERNATIVES TEN PROBLEM POINTS IN THE ANALYSIS OF THE PEDAGOGICAL CULTURE THAT ARE CRYPTICALLY AND

AMBIGUOUSLY, YET, NONE THE LESS STRONGLY, CONTRIBUTORY TO DEPRESSION, RAGE, AND DEPERSONALIZATION IN MANY HIGH SCHOOL TEENS

1.The pedagogical culture involves a vertical mentality with respect to the school and teachers vis-a-vis the students.

2.The pedagogical culture presents knowledge in an objective mode. The knowledge thus presented is the end result of many intelligent assessments of a domain of knowledge by many highly accomplished scholars.

3.The pedagogical culture presents knowledge as well delineated domains, each with fixed traditions of symbol and language conventions.

4.The pedagogical culture requires that the student make unequivocal concessions to the presented perspectives of a domain, its representative authors, and its texts.

5.The pedagogical culture requires, exactly or in essence, the assimilation of predetermined levels, sequences of networks, and hierarchical structures of knowledge of the world.

6.The pedagogical culture simultaneously presents knowledge as value free and as a value in itself [knowledge for knowledge’s sake].

7.The pedagogical culture presents knowledge as though it were independent of and unrelated to the individual student’s intentional or goal-oriented processes.

8.The pedagogical culture evaluates students on a basis of fidelity of the students’ homework and test reproductions to the presented network and hierarchy of knowledge, independent of both the reality that knowledge supposedly represents and whether the knowledge is integrated with the students’ intentional and goal-oriented processes.

9.The pedagogical culture rank orders students with respect to their performance on tests of various sorts whose criteria are derived from the texts of the course.

10.The pedagogical culture assumes that its methods of teaching, which are tied to the requirements for passing a course and measuring up on national tests, elicit optimal cognitive operations and optimal integration with the students’ intentional processes. Click Pedagogical Reform to see the related document.


Lattice Vs Lock-Step

OPERATION 2OPERATON 1





OPERATION 2OPERATION 1





OPERATION 1

SKILLS RELATED TO KNOWLEDGE DOMAINS

CO

GN

ITIV

E O

PER

ATI

ON

SA

ND

KN

OW

LED

GE

ELA

BO

RA

TIO

NLO

CK

-STE

P B

Y L

OC

K-S

TEP

In lock-step, the instruction proceeds whether the knowledge content or cognitive operation has been mastered or not. When pieces of the lattice are missing, the edifice can not be built

Unlearned building blocks in lock-step prevents learning next step. Also prevents integrationwith related steps fromothe domains.

Integrating cognitive operations from different knowledge domains improves learning. Not integrating makes learning inefficient and ineffective.

Purple = not learned

IS LOCK-STEP GUARANTEED FAILURE?

• OPERATIONAL SKILLS

– Language• Reading• Writing

– Mathematics• Counting• Calculating• Designing

• DECLARATIVE SKILLS

– Collecting– Expressing

• PROCEDURAL SKILLS

– Perspective Taking– Visualizing– Symbolizing– Taking Disciplined

Action

Lattice


HOW WOULD YOU DESIGN

A TEACHING STRATEGY

THAT WOULD INSURE

THAT EACH STUDENT

TRULY MASTERED

AS MUCH KNOWLEDGE AND COGNITIVE SKILL AS POSSIBLE FOR THEM,

AND, AT THE SAME TIME, DID NOT SUFFER LOSS OF

SELF ESTEEM OR

SELF CONFIDENCE,

AND, DID NOT DROP OUT OF SCHOOL?


III. The Gradual Construction, Elaboration, and Perfection of Cognitive Operations in Relation to Educational Systems:

Lattice Vs Lock Step











OPERATION 1

SKILLS RELATED TO KNOWLEDGE DOMAINS

MA

STER

Y O

F C

OG

NIT

IVE

OPE

RA

TIO

NS

AN

DK

NO

WLE

DG

E E

LAB

OR

ATI

ON

STEP

B

Y S

TEP

• OPERATIONAL SKILLS

– Language• Reading• Writing

– Mathematics• Counting• Calculating• Designing

• DECLARATIVE SKILLS

– Collecting– Expressing

• PROCEDURAL SKILLS

– Perspective Taking– Visualizing– Symbolizing– Taking Disciplined

Action

Cognitive operations related to knowledge

domains and skills

Inte

grat

ion

acro

ss

disc

iplin

esD

omains of know

ledge

THE LATTICE MODEL


NOW begin an assessment of the school’s vertical and horizontal systems and ask what changes might be needed in order for the next changes to be successful. Then address planning and implementation of:

I. Support Teams As Surrogate Parents

II. Creating Pro-Social Roles

III. Making the change from Lock-Step to Lattice educational strategy, possibly using individualized instruction and possibly computerized curriculum.

This approach costs little or nothing. The results far offset the costs:

If you and your colleagues imagine, talk, share, listen, compromise, and then try something.

If when planning, you think multi-level, and imagine multi-dimensional.

If you follow up by giving everyone credit, evaluating without criticizing, revising,

and together trying again, and again and again.

If you don’t give up!Your Courage and Persistence will pay off!

Documents

Dr. Ed Young THE NATURAL SYSTEMS INSTITUTE edyoung, PhD, copyright 6-1999 2 Table of Contents for Solutions to School Violence Summary of 2 Underlying