Middle school is a time of enormous physical change. It is also the dawn of the capacity to think conceptually, and a time of great curiosity about life, the world, and peers. Most of all, it is a time of preoccupation with self, when many young adolescents are swimming in self-doubt. At their most insecure, young people are taken from the safety of self-contained classrooms and asked to switch focus, environment, and teachers every 50-90 minutes. It is a time when young adolescents declare family to be irrelevant to what's really happening, and yet family has never been more important. In middle school, students whose bones are rapidly growing and realigning, whose proportions seem designed for anything but desks, are asked to sit all day, often without an opportunity to do what their bodies and nerves are asking for most—move!
In the Developmental Designs approach, we draw from Rudolf Dreikurs, Abraham Maslow, William Glasser, and the recent work of psychologist Edward Deci. Here are four needs that must be fulfilled if young adolescent minds and hearts are to be engaged in any learning—social or academic:
Four developmental needs
Relationship: I want to connect with others.To reduce fear and aloneness, young adolescents need to build and maintain relationships that provide safe ground upon which to make mistakes on their journey. These relationships focus on peers in a way that they never have before, but they also include powerful and reliable adult support. Young adolescents can't make it alone!
Autonomy: I want to be independent.The adolescent drive to function separate from adults is a powerful motivator. It works for school success when it drives middle level students to show that they can be given big responsibilities and freedom, but against success when it turns into rebellion. They need maps from caring adults to help them find their own way.
Competence: I want to experience success in what I do and feel like a worthwhile, significant person.Young adolescence feels like a make-or-break time for young people, a time when you have to demonstrate that you've got the right stuff or be seen as a loser. Adult scaffolding can make a crucial difference.
Fun: I want to have a good time. The need to enjoy moments of pleasure drives much adolescent behavior. Students will find their own fun during school hours (and sometimes pay a big price for it) if adults don't channel the need constructively.
Developmental Designs implementation in a school
What does a middle school look, feel, and sound like when all of these adolescent needs are taken into consideration? A school implementing Developmental Designs makes the creating of respectful, caring relationships a high priority. Every day begins with a homeroom or advisory in which students circle up to greet each other respectfully, share what's happening in their lives, and sometimes move around a bit in activities that teach important skills in a lively way. The morning meeting (we call it the Circle of Power and Respect) helps students make the transition from home to school and establishes a clear path into the learning day.
Transitions between classes are taught and practiced, as are all the routines of the school day. Nothing is taken for granted. Everything is modeled and rehearsed. The goal is the development of self-control through proactive strategies that put the emphasis on the prevention of rule-breaking. Consequences for all rule-breakers, no matter who or how small the infraction, are carefully introduced and consistently upheld. The consequences clarify the expectations, provide a chance to restore order, safety, and relationship, and maintain the dignity of the rule-breaker.
Each class the students attend uses the same language and routines to preserve a caring community. Each class has an opportunity for students to get to know each other, to do meaningful work, and to reflect on work afterwards. There is respect for the environment and materials. There is closure for students and teacher at the end of each period, and at the end of the day. Students ask and respond to open-ended questions. They have regular opportunities to help design and make choices in assignments that are meaningful to them. There is a balance in each class between teacher-directed lessons and independent and group work on skills and projects.
Like any comprehensive approach to professional growth, Developmental Designs calls for some paradigm shifts, is built on repeated practice, and thrives in a school climate of reflection and collaboration. Good relationships among adults are carefully cultivated through meeting structures and shared language, as well as through authentic, ongoing assessment of teacher practices.
Research Basis for Developmental Designs
The following categories of pedagogical research and practice create the theoretical framework for the Developmental Designs approach:
Child and Adolescent DevelopmentPiaget, Dreikurs, Glasser, Maslow, Deci, and othersSocial-emotional Learning (SEL)Vygotsky, Glasser, Goleman, Elias, Zins, Jensen, and others Engaged LearningDewey, Dweck, and others Supportive Learning Communities Senge, Bryk, and othersMulticultural UnderstandingBanks, Delpit, and others
http://www.originsonline.org/dd_index.php
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I thought it was interesting that Erik Erikson was left off the list of theorists who influenced Developmental Designs, although his work may have influenced other research considered in its creation. Psychosocial development, the center of Erikson’s psychological research, comes to mind with this age group more than ever, and the developmental needs listed as part of Developmental Designs are significant in his Industry versus Inferiority stage (Harder, 2009). Erikson’s theory helps to shed light on the developmental aspects of middle-school aged children especially as they attempt to cope with new social and academic demands.
ReplyDeleteHarder, A.F. (2009). The developmental stages of Erik Erikson. Retrieved May 29, 2010 from the Learning Place Online Web site: http://www.learningplaceonline.com/stages/organize/Erikson.htm.
I forgot to add my question again...
ReplyDeleteAs Developmental Design is a school-wide approach, how can we as teachers effectively approach administrators or school board officials about changing the nature and organization of our middle schools?
To respond to Brett's question, I believe that block scheduling could most definitely improve learning time, particularly for middle and high school levels. This would mean 90 minute-2 hour classes, rather than 45 minutes of class, with very little left for instructional time. It would involve some lobbying and the support of parents in order to accomplish. But longer blocks of class time would allow the students more time to: "build an active construction process" (Piaget, in Crain, 2005), bond with classmates through more discussion, and keep distractions/ transition to a minimum. It would also allow teachers to: be more creative in lesson planning, reteach if necessary, and implement guided discovery. The Circle of Power and Respect is a nice concept, but would be difficult to implement at the middle or high school level simply because of the constant class changes necessary. Can anybody think of any additional reasons that block scheduling may improve student and teacher performance, or do you believe it may have negative consequences for students, teacher, or school systems?
ReplyDeleteThis article was very enlightening and true. Many students have a hard time sitting still and become almost lost when having to refocus after moving from class to class so frequently. The idea that many theorists back the need to readdress this developmental design is interesting. I particularly like Maslow's theory in relation to this article. The four developental needs are shown in his theory. He states that in order to reach full potential people need to have self-esteem inside and from others and belongingness (Maslow's, 2002).
ReplyDeleteIn response to Katie' question, I personally am not a fan of block scheduling. Anne Bromly did an article in the University of Virginia Journal dicussing the negative affects for students with block scheduling entering college. They discussed that students do not grasp the material in that alotted amount of time and if a student misses a class then they will have a lot to catch up on (Broomly, 2006).
Other than block scheduling, what are some ways we can change the developmental design in our middle and high schools?
Bromly, Anne. (2006). Blocking scheduling: Not helping high school students perform better in college science. Inside UVA Online, 36(8). Retrieved on May 31, 2010 from http://www.virginia.edu/insideuva/2006/08/block_scheduling.html
Maslow's Heirarchy. (2002). Retrieved May 31, 2010 from http://changingminds.org/explanations/needs/maslow.htm
After subbing in a middle school for the last 3 1/2 years, this article rings very true about its students. Getting them to focus for 90 minute period is a tough task to accomplish. I am personally a fan of the block scheduling believing it gives optimal time to work on your goals for the day. It takes time to get the kids settled into anchor activies and get everyone quiet and on task for the period. If it were only a 45 minute period, you could be wasting 10 minutes trying to settle the class down from coming in from the hallway. Even though the classes are long, they also get to form moral values, recognize cultural and individual differences and are able to manage most of their personal needs and grooming with minimal assistance (Allen and Marotz, 2003). 45 minutes periods would not give the kids a chance to focus and engage in the topic for the day. Block scheduling gives them a chance for the students and even the teacher to really make the most of learning for that subject.
ReplyDeletewhoops..question: Are there any activities we could do as teachers to help cater to these children developmental needs included into our lessons?
ReplyDeleteI think that this article really touches home on the key elements that make up a middle school setting for students. In my observations, I have seen the four basic needs of the students being met and unmet in the classroom. The ideas of teaching around relationship, autonomy, competence and fun are key to providing an engaging classroom. Using a developmental design when crafting a lesson plan or even bell-ringer activities, can help engage students to be more active participants in their own education.
ReplyDeleteIn response to Brett's question, "How can we as teachers effectively approach administrators or school board officials about changing the nature and organization of our middle schools?" I think that the best approach to bring about change is small steps. This would include slowly incorporating the elements of a developmental design into the school atmosphere. One possible first step would be to incorporate the homeroom meetings and "circles of respect" into the mornings. This would prevent homeroom from becoming chaotic first thing in the morning, which I have seen happen quite a few times while observing.
Question: How can we as teachers use a classroom management plan that incorporates developmental design to maintain the dignity of rule-breakers in our classrooms?
This article really pointed out some issues that I remember as a youngster, and that I have observed in the classroom. I can remember sitting in class fidgeting all around in my desk. I had a growth spurt in the sixth grade and can remember my legs not wanting to fit quite right into the one-piece desks. Then through into the mix that they are packed tightly into a room so you don't have any room in front of you and you have all the ingredients for being uncomfortable.
ReplyDeleteOne of the theorists that supports Developmental Design (DD) is William Glasser. William Glasser had two major theories that support DD. The first is his Reality Theory, which he calls for psychotherapists to focus on the present not the past. Second is his Choice Theory which states that all we do is behave, and that most of that behavior is chosen. He gives seven "caring habits" to replace seven "deadly habits":
Seven Caring Habits
1. Supporting
2. Encouraging
3. Listening
4. Accepting
5. Trusting
6. Respecting
7. Negotiating differences
Seven Deadly Habits
1. Criticizing
2. Blaming
3. Complaining
4. Nagging
5. Threatening
6. Punishing
7. Bribing, rewarding to control
(http://www.wglasser.com/index.php?option=com_content&task=view&id=12&Itemid=27)
In response to Devon: Using the theory of DD we can have class meetings to discuss what behaviors we want to discourage and offer suggestions to achieve the desired behavior. This incorporates three of the four developmental needs (Relationship, Autonomy, and Competence) I don't believe you can include fun in relation to a class meeting. Instead of talking about any one incident, you could discuss something in general to avoid future occurrences.
Glasser, W.(2010). The William Glasser Institute. Retrieved from http://www.wglasser.com on 31 May 2010.
I caught the forgot a question bug: How do you think collaboration between all school personnel will go, considering implementing DD requires a whole school effort? Would it be easier to implement at a new school or existing school?
ReplyDeleteIn response to Ben's question, I think it is important to have the the entire staff on board when implementing any new idea, especially when it requires a whole school effort. We are in the works of creating a professional learning community which requires the entire school to get on board. This is tough because you only need one person that isn't on board to delay the improvement process. At a recent workshop I attended the speaker, Dr. Dennis King, "Staff members must understand the linkage between learning with students in the classroom and learning with colleagues." So as far as how smooth will the process go, I think that if the personnel understands it is connected to student learning then everyone will be on board, because as educators that is our main goal: student learning.
ReplyDeleteAs far as new or existing schools, I think it would probably be easier to implement at a new school because you don't have many people set in their own ways yet. It is a fresh start with a new staff. I think it would be hard for an existing school to make the change due to those faculty members that don't like to try something new, regardless if it is for the best interest of the students.
My question, similar to Brett's, is how do we initiate this plan? I know with increasing student requirements it is hard to have an "advisory" period; however, I think that is an important part of this process.
Ben,
ReplyDeleteI think the easiest way to implement a plan like this is to approach the district rather than a single school. Then all the middle schools in the district would be on the same plan and buy-in from the entire community would increase legitimacy (and sometimes that means increased effort).
The first step for us as teachers is to get our administration on board - this is if you seek to implement district-wide change. Administrators not only have a more familiar working relatioship with school board officials, they also have the time and the resources to spear head a project of such magnitude.
But to encourage them to take action, be prepared to pass your knowledge of the subject on, as well as to distribute any helpful resources you've found. Assessments and evaulations will need to be made, as well as the establishment of particular resources and facilities necessary to implement change.
School Administrators of Iowa. (n.d.). Guidelines for planning to implement change. Retrieved June 1, 2010 from http://resources.sai-iowa.org/change/planning.html.
Well, Rusty, I believe that we can refer to Joan Wink and her theory of "unlearning" (2005); that is, letting go of what is comfortable in order to begin with fresh attitudes. It is changing everything we think we know, erasing our boundaries, and starting over from scratch. Many schools are requiring that districts take drastic measures in order to refocus on the importance of student learning. For instance, many districts have either fired the staff or shut down entire schools due to lack of progress. These situations are the most dire, however, and warrant such overhauls. In the normal parameters, though, focus should fall on the competence factor. Teachers must be willing to change- to unlearn- if current methods do not work.
ReplyDeleteWhat are some ways our attitudes can impact our teaching? More importantly, how can we change them if necessary?
Wink, J. (2005). Critical Pedagogy: Notes from the real world. Pearson Education, Inc. California State University, Stanislaus.
In response to Rusty:
ReplyDeleteIn a middle school setting especially, I think that when implementing a new strategy such as this some sort of advisory period is necessary. While, ideally, a new school and a fresh start is a fantastic way to implement a new plan, it won't always be the case. Cooperation between not just teachers and administration, but also teachers and teachers across all content areas is absolutely essential.
I'm honestly not sure I'd be entirely on board with this Developmental Design. While, on paper, it sounds like a fantastic and harmonious environment for students, the idea of all classes being taught in a similar fashion makes me skeptical. Unless I'm completely misunderstanding, as a student who needs constant change in order to stay focused, the same classroom organization for each class would lose me.
So, I guess my question is, while the DD plan would be great for discipline, what about student engagement? Aren't there also benefits to variety in the school day to keep students engaged (especially at the middle school level)?
I agree with Bethany’s skepticism of Developmental design. It means well, but without variation and personality it sounds like a big long boring meeting. A meeting that talks about change but never delivers any change. Kind of like an Obama press conference, blah blah blah. Then when you get back in the classroom you are stuck with the same problems. Change will never come about without some sort of plan. So I am not trying to put the developmental design plan down just trying to look into it deeper. I believe in a scheduled variety that involves lots of movement and new ideas. Children need to move and interact. My observation at Ranson is that children must sit quietly and play on their computers or do their work quietly. I think the design should involve kinesthetic learning in all classrooms. And Family getting involved as much as possible will help children understand and open up to one another. Ranson had an after school picnic last week that was very successful. I believe any activity that makes school feel more like a free and natural environment and not a jail will help learning/learning attitudes.
ReplyDeleteQuestion: How can Parents and family in the school benefit or be non beneficial to learning or add another side to the Developmental Design?