What Teachers Say About Responsibility and the White Hats Program
"Ironically enough, essays that
were to be written on the issue of responsibility were not responsibly handled
by the students. Most of the twenty students in class actually completed an
essay and had only to do the required reading to be eligible. Unfortunately,
(most) were not responsible enough to see it through, even with ample time!... I
look forward to working with you (again) next year.... Keep up the good work!"
Sue Churnside, Harrisburg High School, Harrisburg, Oregon
"I approached this essay contest
in a slightly different way. Because the theme was responsible behavior, I asked
students to volunteer to complete the questions and write the essay as an
independent project. It was interesting to see who actually completed it and
exhibited responsible behavior in the
process and who signed up but failed to follow through. There are lessons to be
learned by the students from this experience."
Don Cavallini PhD, Lexington High School, Lexington, Illinois
We didn't get the answer sheets from Lucinda's students, but the questions were used as intended:
"... they did do
the readings as you required. I simply used the questions as in class journal
prompts and as a basis for class discussions.... My students have learned a
great deal from participating in your essay contest for the past two years.
Thank you for providing a great motivator for student writing."
Lucinda Sanders,
Danville
High School,
Danville, Kentucky
Not every teacher is as dedicated as Lucinda Sanders. We can tell the difference in papers that result from:
1) a notice of our contest posted on a bulletin board the student is left to his own devices with only our material.
2) a class assignment used as a
baby-sitter and seen by the teacher as one lesson plan less for him/her to
provide
3) papers where the teacher has
used our material as a catalyst. This naturally involves more, not less work for
the teacher.
Thank goodness there are teachers and students out there who realize hard work has it's rewards.
"I want to thank you again for a
well-run contest and our invitation to participate. It's a lot of work for both
students and teacher,
but I think it's well worth it!
Thanks again - we've enjoyed this very worthwhile experience!"
Kathleen A. Mohn, Conrad Weiser High School,Robesonia, Pennsylvania
"My students put in a great deal
of time and effort reading and discussing the various articles, writing out the
discussion questions,
and writing the essays. They have
been eager to hear the results."
Jerry McGinley, DeForest High School, DeForest, Wisconsin
"I felt the Singer essay was a valuable instructional tool. One of the most difficult types of writing is argument/persuasion, and students
had to present a solution which
created a persuasive tone to their papers. I incorporated the materials into
class by distributing the required reading essays and questions to use as
homework assignments with class discussions following each week for four weeks.
After discussing the essays, students chose a topic, and classes did library
research to find three negative examples and five positive examples concerning
that problem and were also asked to create a solution. The creative aspect was,
of course, the most difficult. Students then word-processed their papers and
filled out forms. Some even entered their answers to the required reading into a
computer file and printed out their answers."
Mary Ellen Schoonover, Strasburg High School, Strasburg, Colorado
Stimulating discussion is one of the Foundation's goals.
"The topic was most timely and relevant to various situations we had been discussing at Prairie School. The readings that the students were required to do enhanced their understanding of the problem of irresponsibility and clarified many of their personal views. ... Most of our students live and work on farms and ranches. While most of them can relate to what responsible behavior is as it concerns their own farming operation, they have not in the past shown that they know what responsible behavior is as it pertains to school work ethics, time management, and other issues. The way this contest worked forced our students to redefine what everyday responsible behavior includes. Thank you for that!
Shelia S. Lemley, Prairie School, New Raymer, Colorado
"We would like to thank you for
giving [our students] an opportunity to enter a contest where thinking, research
and writing is involved. With contests like this, it give us, as educators, a
chance to let the students feel that they have a say in the way things are
happening in our society. It also makes those students aware of the problems.
... It was an excellent opportunity for the students to express themselves and
to see a reason for doing the research that was needed."
Craig Newton and Alice Sturman, Post Falls High School, Post Falls, Idaho
"As a teacher, I still believe that your contest is the best one to have kids take part in. You require thought (and class discussion) about
things which will affect their
lives. You cause thinking and that is great! Thanks again."
Mike Nynas, Deer River High School, Deer River,Minnesota
"This was one of the most challenging and thought-provoking contests my students have entered. All of my 80 students, not just those whose essays are here, learned a great deal. I appreciate the opportunity to participate and to encourage my students to think about responsibility."
Janet Newton, Freeman High School, Rockford, Washington
"I would like to add that this
contest has been a refreshing change from the usual boring ones we are asked to
enter, and the students had fun finding their irresponsible examples."
Martha Collins,
Plainview
High School, Ardmore,
Oklahoma
On the other hand, two teachers who have participated in many of our past contests and are both among the most energetic and creative teacher I know, took a very different view of this year's contest:
"My students and Mrs. Dobbs' (Crockett
High School
in Austin, Texas) were somewhat overwhelmed with questions, etc. This is much
more work than even high achievers care to do for $100. There are many essay
contests, and my students were working on several at one time."
Nadana Maddox, Walters High School, Walters, Oklahoma
Of course we all want to promote knowledge for knowledge's sake and for the feeling of doing a good job, but realistically, learning and personal satisfaction may not be enough. We realize monetary awards motivate.
Years ago I conducted a phone poll of over a hundred teachers who had participated in our projects to find out if they would rather we offer one $25,000 prize or two $10,000 and a $5,000 and encouraged them to break the award down in any other manner. Almost all of them preferred our system of awarding token amounts to many students rather than offering large sums to a few. In a class no smaller than ten we pledge at least three winners. Because of the work involved in judging we began to limit the number of essays from any single class to thirty entries. Often there were ties and once six cash awards went to one class. Our mission is to assure young people that everyone can participate and achieve and that someone who sits next to them in the smallest school in the nation can be recognized as a winner.
The Foundation has used cash as a simple universally desired form of recognition. However, in our country today, cash is emphasized to the exclusion of many other things that are good. We are working on that.
The only thing better than teacher- led discussion may be spontaneous discussion among the students themselves. The following note from Steve Reich was music to our ears.
"The students spent a good deal
of time on the contest. It was especially gratifying to hear them discussing the
readings informally amongst themselves."
Steve Reich, Valhalla High School, Valhalla, New York
We know that many of the 5,200 schools that received our initial package, used the flyer "It's Not Their Fault" for classroom discussion. We even heard some of the examples read on the air, after they were faxed to a popular San Francisco talk radio station. Schools that took the next step and requested the required reading often were not able to complete the project because of other curriculum demands. A number of these teachers told us they were using the material for classroom discussion.
Here is a sampling of notes from some who weren't able to participate fully this year:
"... both the questions and the
essay topic were timely and thought provoking. We assigned them for juniors and
seniors and they provided challenging assignments for research, writing and
discussion."
Al Bosn, Boys Town High School, Boys Town, Nebraska
"Great contest, but did not fit my curriculum. However, I used some ideas to generate work - writing assignments!"
Greg Speck, Berne Knox Westerlo High School, Berne, New York
"By the time I discovered my
mistake, it was too late to assign it in my classes. However, we did read the
essays sent to us and we
did rate them."
Tom Domino, Orion High School, Orion, Illinois
Don Cavallini thinks it's important that teens know people outside their immediate circle are interested in them and care what they're thinking. They are, as many of them reminded us in their essays, the caretakers of the future.
"I want to commend the
Foundation for sponsoring this valuable essay contest. Teenagers need the
opportunity to write for groups outside their immediate high school. I hope you
will sponsor a contest next year. It is an important learning tool which
encourages good writing and sound critical thinking skills."
Don Cavallini PhD, Lexington High School, Lexington, Illinois
Chuck is an unusual English teacher. In his own words:
"I regularly have my English students write on issues that concern their futures-particularly since they are soon to be voters."
Because he knew we'd be interested, Chuck sent us several fascinating papers his students had written on the Fourth Amendment which they felt was threatened by the proposed 1994 Privacy Improvement Act. Naturally kids are more enthused about writing when given a topic which interests them.
"Please allow us to participate
next year - excellent teaching tool. Excellent way to promote interest and
critical thinking skills."
Charles Hendricks, Kremlin High School, Kremlin, Oklahoma
Kendra Steiner told us about the Franklin Rescue Squad and added the following to her most interesting letter:
"I would like to salute your
Foundation for the work it is doing in promoting responsible behavior. It does
seem like we all use the excuse, 'It's not my fault.'
Perhaps by working together, we can change this plea to. 'How can I help?' "
Kendra D. Steiner, Kensington High School, Kensington. Kansas
Dedicated teachers are by definition extremely busy people. That is why we appreciate those who take precious time to express the appreciation that we know many teachers feel.
"Please let me take this
opportunity to thank you for all your good work in a very important endeavor. My
students have gained so much through their participation in the contest. The
topics you have selected over the years are wonderful. Thank you for allowing us
to participate in your program both my students, past and present, and myself
appreciate your time and effort."
Susan S Staten, Broken Arrow Senior High School, Broken Arrow, Oklahoma
I hope that this contest is an annual one, as I would like the chance for our students to participate again. .., Again, thank you for such an
interesting essay contest."
Sheila S. Lemley,
Prairie
School,
New Raymer, Colorado
"Thank you for the offer of your
fine program"
Lindelle Nichols,Northwest High School, Justin, Texas
"I believe in your efforts so
much! Thanks for the opportunity!"
Judy Hilgendorf, Northwood-Kensett, Northwood, Iowa
"The contest is very worthy."
Lawrence P. Daker PhD, Reavis High School, Burbank, Illinois
"Again, thank you for providing
such a worthwhile opportunity for students and for teachers."
Craig Newton and Alice Sturman,
Post
Falls
High School, Post Falls, Idaho
Linda Williams expressed the sentiment we had hoped all teachers would feel when we instituted the exchange-program.
Wanda Allen and Arthur Brown were among those who made it work.
"My students really enjoyed
writing and judging the essays. Please include us in your contest next year."
Linda Williams, Blue Ridge High School, Blue Ridge, Texas
"My students worked hard on
these essays and I made sure the corresponding teacher got them in plenty of
time."
Wanda Allen,
Camden Central High
School, Camden, Tennessee
"I am forwarding to you the
essays from the Kiona-Benton
High School that
the classes at South Kent School have read and judged.
This judging proved to be
a fairly challenging experience for the students..."
Arthur W. Brown, South Kent School, South Kent, Connecticut
Unfortunately some schools ran into problems when they attempted to exchange essays. Where the mail was a problem, our new computer bulletin board wiII allow schools to pick up essays instantly.
In September, 1993, Dr. Boehme, who has participated in almost all of our contests, had great hopes for the exchange-program:
"I like your proposed format-great exchange and good timing."
So did Twila Gross and many others who corresponded via the phone:
(Her essays were lost in
transit.) ''I'm very sorry the trade agreement did not happen with the other
school. It was a wonderful idea."
Twila Gross, James Valley Christian, Huron, South Dakota
Unfortunately
exchange-teachers often dropped out of our contest, many times without notifying
anyone. This was not
true in the cases cited, but nevertheless high hopes often
ended in chaos. As Dr. Boehme put it in a note to us on February 28, 1994:
"I have become involved with one of those nightmares connected with this essay [contest]."
It seems Dr. Boehme mailed essays to his exchange school in New Jersey. The teacher at Fort Lee High School had been "hospitalized and just returned to work." He graciously returned the essays to Dr. Boehme in Kansas, but three essays were missing. Fortunately Dr. Boehme is a model of responsibility and had made copies so eventually everything worked out.
Things did not go that well in another attempted exchange. Essays were sent to a school that had dropped out of the contest and failed to return or forward the essays. As a prime example of irresponsibility, this teacher refused to respond to letters and phone calls from either the exchange-teacher or the Foundation. Unfortunately the teacher who sent the essays had not made copies. Eventually the problem was resolved in a creative manner.
Snow and the need to make up missed classes, caused many schools to drop out as the deadline neared. Valhalla High School hung in there despite the weather as described below by Steve Reich:
(To his exchange-school teacher
in Illinois) "My class is looking forward to reading your classes' essays. This
was an interesting experience for us. Our weather has been so terrible! The
essay basically took over my class for about a week! It was the only way
to give
the kids time to read and research. They couldn't even get to the library during
some of the snow."
Steve Reich, Valhalla High School, Valhalla, New York
Unfortunately, Steve's exchange-school was one of those dropouts.
In early January the Foundation counted 300 reply cards, each stating the number of students that would be participating. More than 300 schools had received several packages of material from us over a four month period. By January, only a few had notified the Foundation that they were no longer planning to participate. In the end 94 teachers totally failed to communicate.
We found it ironic that so many teachers could be so irresponsible considering the topic they had originally responded to was Responsibility: Who Has It and Who Doesn't and What That Means To the Nation. You can draw your own conclusion about role models, but we found this very disheartening.
That's not to say that we considered all "drop-outs" irresponsible. On the contrary, we were impressed with conscientious teachers who, even though their legitimate excuse was over work, managed to write us a detailed explanation.
Rhonda Simmerman, who has had her classes participate in other years, is an example:
"I owe you a sincere apology and you have it. Normally I teach AP English, the class which docs the Harry Singer essay. This year my colleague, Connie Moore teaches AP English. In December, Connie's son was in a serious accident; he is still in rehabilitation in Maryland, and Connie will probably not be back this year.
In the fall I instructed the secretary to route all mail from Harry Singer to Connie since she had agreed to make the contest a part of her
writing unit. Frankly, after the accident, I just forgot about it. When I tell you that I am doing all of Connie's lesson plans and teaching two of her classes (giving me a total of seven) perhaps you will understand why. In addition, we have missed twenty-seven days of school since December 1, have lengthened our school day, and are going to school on Saturday. Things are basically chaotic!
In spite of all this, I should
have remembered the contest and made sure Connie's substitute had the kids do
the essay. Or I should have notified you of our inability to
do so. Again, I'm sorry for my omission. In the past three years I have felt
that our students benefited from the experience and they would have done so this
year."
Rhonda K. Simmerman, George Wythe High School, Wytheville, Virginia
Then there were those that acknowledged the irony and had the ability to lighten the situation with humor:
"Sorry!
I
must be more
responsible!"
Stuart Young, Page High School, Page North Dakota
"One would think with a topic dealing with responsibility, I would demonstrate a little myself. I completely misread or misremembered the
deadline. ... I have what I
think are reasons, but which are, more likely, excuses. Please accept my sincere
apology."
Doris Fry,
Louisburg High School,
Louisburg, Kentucky
Illness was
the most common reason for dropping out this year. Weather and too much work
tied for second place. We
all agreed Kathy Sherman had the most interesting
reason for dropping out.
"My principal said not to enter as he'd not heard of the Foundation."
Kathy Sherman, Carroll High School, Fort Wayne, Indiana
When the contest deadline arrived and there were so many missing essays, we had to assume they were lost in the mail. (Some were!) We had to phone and fax, in many instances several times, only to discover teachers had decided not to continue with the project. Even though they received memos and alerts from us as the deadline neared, a great many failed to respond. We were naive in assuming teachers would be more responsible than the rest of society. We still see no way in the future to shed the burden of tracking down irresponsible teachers. To fail to do so is to risk disappointing students who put a lot of work into our program. In the end we gave up the exchange program.
We had included more than 300 Optional Teacher Only questionnaires to teachers who requested the required reading material for their students. Only a small percentage were returned to the Foundation; some by teachers who didn't participate in any other portion of the program. We think the responses are representative and we hope you will find them interesting:
We asked about requiring volunteer service for graduation:
"I think it's great! We have
such a program and we haven't had any problems. Students do so much now that
it's nice for them to get some credit for it."
Barbara Petersen Luck Public Schools, Luck.
Wisconsin
"The idea has much merit. We
raise students who value too highly the dollar. They see very few people within
the teaching community doing volunteer work ... basically because of the power
of the union within the system. This country exists today because of the
strength of volunteer workers."
Galen R. Boehme PhD, Kinsley High School, Kinsley, Kansas
"I don't see this as being a requirement. Optional activities might be offered for seniors, with appropriate publicity for those that participate."
Wanda Allen, Camden Central High School, Camden, Tennessee
"The public or community service component was debated in our school and incorporated into a special certificate upon graduation awarded to those who satisfy this requirement and others like it. I support it.
Teacher in Illinois wishing to remain anonymous
"Encourage-yes; require-no. I think you will turn some people off for life. Put the shoe on the other foot. How would adults react if they had to give 50-75 hours every 2 to 3 years as a volunteer? Show the joys of volunteering-don't force!
Mike Nynas, Deer River High School, Deer River, Minnesota
"Might be a good idea. It would
require more school personnel to supervise the programs."
Pam Babbitt, Carl Junction High School, Carl Junction, Missouri
"Volunteering is nice, but it's
hard in this small community. Would teachers be supervisors? How would it be
funded?"
Kim Chism Jasper, Dadeville R·2 School, Dadeville, Missouri
Q-Is it inappropriate to discuss controversial issues such as abortion, birth control, capital punishment and race relations in the classroom?
"These issues make up a large
part of my U.S. Government class discussions. They are very relevant to the
everyday lives of these students-they should be discussed."
Wanda Allen, Camden Central High School, Camden, Tennessee
"It is a part of life. We must be careful to have ground rules, order and not openly force our views; but kids of 11th and 12th grade have
ideas too."
Mike Nynas, Deer River High School, Deer River, Minnesota
"Our students are aware of these
issues. They have 'private' opinions and values about the topics. The students
are afraid to express their values openly-they [probably] feel that they are
making a commitment. Parent don't want their high school children to be making
commitments. This is a reflection more on the parents than the children."
Galen R. Boehme PhD, Kinsley /-ligh School, Kinsley, Kansas
"Both sides need to be fairly
and equally represented so kids can choose their side-emotionalism must be
avoided."
Barbara Petersen LuckPublic Schools, Luck, Wisconsin
"The teacher needs to remain
neutral and control the discussion [relegating] equal time to all sides of an
issue."
Kim Chism Jasper, Dadeville R-2 School, Dadeville, Missouri
"Many of our young people come from homes where these kinds of issues are never discussed. It is our role to integrate these ideas across the curriculum when appropriate. "
Teacher in Illinois wishing to remain anonymous
Regarding teaching tolerance, honesty, respect, diligence and other "basic beliefs" in the classroom:
"This is very difficult to do though-especially in the Midwest. ... The teacher needs to remain neutral and control the discussion regarding
equal time to all sides of an
issue."
Pam Babbitt, Carl Junction High School, Carl Junction, Missouri
"This must be done in a subtle
way. The best method, in my opinion, is through one's own example in personal
and professional life."
Wanda Allen, Camden Central High School, Camden, Tennessee
"We can do this through subject
matter, when it fits."
Deborah L. Wiatrek, Falls City High School, Falls City, Texas
"If I can't deal honestly with
my students and fellow workers, then students have no reason to trust me.
Students want someone who speaks with authority and that authority comes with
the sense of honesty and truthfulness. Otherwise, no respect exists."
Galen R. Boehme PhD, Kinsley High School, Kinsley, Kansas
"There are many 'character education' K-8, K-12 programs out there that provide a model to infuse these basic beliefs in instruction. The
sooner young people can find
purpose in their lives, the better for our society."
Teacher in Illinois wishing to remain anonymous
"Here is a case of lead by example. It also means repeat, repeat, repeat. I tell my kids I'll be honest with them; then I am. Kids pick up on
lies as fast as adults do. We
must give what we want back."
Mike Nynas, Deer River High School, Deer River, Minnesota
Q-Should values be taught in the classroom?
"We teach values whether we want
to or not. Whatever we do or say expresses some kind of value. It is impossible
to live in a value-free world or to work within a value-free school. The sad
point today is that our values have little priority."
Galen R. Boehme PhD,
Kinsley
High School,
Kinsley, Kansas
"I think teachers would like to be in the beliefs business. Our concern is the group ready to go after our job the first time we say anything
they do not agree with. Every
time we say yes or no, establish a rule, or help settle conflict we are dealing
with values."
Mike Nynas, Deer River High School, Deer River, Minnesota
Every teacher expresses his/her
views-even if you try not to--through facial expression, tone (of voice), body
language etc."
Deborah L. Wiatrek, Falls City High School, Falls City, Texas
"Some values are universal-or
should be-honesty, respect, hard work etc."
Kim Chism Jasper, Dadeville R-2 School, Dadeville, Missouri
"In many classes, a value system
is inherent in the curriculum. For example, it would be hard to teach about the
American Revolution without talking of patriotism, loyalty etc."
Wanda Allen,
Camden Central High
School, Camden, Tennessee
"Due to our society's ills, people, educators, social workers, etc. are looking for ways to counteract this [teaching values]. Whether
returning to traditional values
for solutions to problems of the 21st century [is the answer]-that is the
question! Having been in education since 1966, I can say that our society today
is paying the price for neglecting character education issues... "
Teacher in Illinois wishing to remain anonymous
"With more and more discipline
problems, changes are coming. Values must be taught so children learn right and
wrong. Neutrality has led to chaos-police in schools."
Barbara Petersen Luck Public Schools, Luck, Wisconsin
We hope you will agree, the children who are in the hands of the teachers we have heard from here, are in good hands.