Value-based curriculum
WHEN
Zindagi Trust Founder, Shehzad Roy, visited US
schools last month so he could bring back best
practices to govt shools in Pakistan, I raised an
eyebrow. “The US has some great schools but you
should be looking to schools in India and Finland (
the latter has the best school system in the
world)”, I wanted to say. After all, US public
schools are notorious for poor performance.
As US delegations visiting Indian
schools to learn what makes them so successful have
found, good grades there is as much about a
demanding curriculum as it about respect towards
teachers and adults. It is also as much about
India’s general attitude towards education itself.
For better or for worse, in India, our badge of
honour are our degrees and our performance,
academically.
It is not the responsibility of a
public school system to instill a value system. That
is the responsibility of parents. And so goes the
debate here. Having been to school both in India and
Dubai, I would agree that my schools didn’t really
actively instill values other than those to do with
not cheating. How we behaved was commonly accepted,
and expected, by all — teachers, parents, any and
every adult. One respected one’s teachers and one’s
classmates. We were expected to be courteous to all,
honest and respectful. It came without saying.
But cultures differ and one size
doesn’t fit all countries. In the USA, schools often
have no choice but to make actively instilling
values a part and parcel of the curriculum. It is
even more urgent when children don’t have the right
values to emulate at home.
At the Harold Washington School in
Chicago, teachers and administration struggled with
students’ low grades, absenteeism and tardiness. As
educators, they knew reseach showed that when
parents are involved, that’s when students perform
the best. The Principal came up with the idea of a
Parent’s Report Card. Now, not only would students
receive grades, but parents would too.
They’d be graded on whether their
child did his or her homework, whether the parent
attended required meetings with the teacher, and
whether parents signed the assignment book that went
home each night. Parents were even graded on the
number of hours they volunteered at school.
The idea initially met with
resistance, but soon, both parents and their
children were competing for coveted A’s and B’s. The
parents who did the best were honored with a
“graduation ceremony” at the end of the year. Not
only did this programme go a long way in instilling
the right values amongst students, it taught parents
what the expectations were. Student grades improved,
and parents “learned” how to be better role models.
The Academy for Urban School
Leadership (AUSL), also in Chicago, was created in
response to the high turnover amongst teachers in
inner city schools in neighbourhoods with high
instances of crime and poverty. Teachers cited
student behaviour and discipline issues as the root
of the problem.
The academy created a new curriculum
which trained teachers not only about academics but
the most effective ways to instill the values
conducive to success at school, amongst students who
didn’t receive this guidance any where else. The
importance of homework and how it connected to
successful learning habits and working habits were
stressed on. Teachers were taught how to make
students understand the value of being punctual or
honest.
Teachers were also taught to
overcome advice that students may have recieved at
home, that mocked the value of suceeding at school.
AUSL recognised that often students received the
right kind of guidance only in school. If students
were to perform better, they had to be taught how to
value an education, first.
The training does seem to pay off,
because AUSL trained teachers last longer in jobs
than do other public schoolteachers in inner cities.
Student grades surely must have picked up too.
Should the instilling of values be left completely
to the teacher? Absolutely not. If that were the
case, they would never have time for academics nor
sports, music or art.
Further, the values being taught
should be formulaic rather than left to the
individual discretion of the educator. For instance,
if a teacher brings in examples or teachings from
scripture into the classroom, it could lead to
issues between her and the parents. A uniform code
of conduct and value system, makes for fewer chances
of discord between parents and children.
Taught early, values become the
foundation for future, and even greater
contributions. Parents do contribute to their
children’s productive participation in these
programme. All children look up to their teachers
and having a role model like that involved, does
take the learning process further.
To be effective at school in the
USA, it seems that instilling a value system should
be a shared responsibility between parent and child.
The process requires inter-dependence. A child with
the right set of values will contribute to the over
all sense of order in a class. Each child becomes a
role model for her classmates to emulate. Teamwork
produces better results. After all, T.E.A.M is
nothing less than Together Everyone Acheives More.