2.3 Teach freedom and limits  (Page 2/2)

The example of the fifth-graders gaining a new freedom is a good example of the ability of even younger students to accept and handle new and greater freedoms. Prior to allowing this freedom, the fifth-grade teachers met and devised a lesson on freedoms and limits . Students were very familiar with the term rules, but had not really thought about how everyone has to find a balance between freedoms and limits. An example of this is the freedom to drive but the restriction on speed. Another is freedom of speech but the limitation on threatening speech, lying in court, and yelling "fire" in a theater. Once the students understood the concept of freedoms and limits, they were able to come up with many excellent examples as well.

The main point is that teaching freedoms and limits is needed. This is a deeper concept than obeying rules. It is learning about life. It is about using freedoms within necessary limits . So, the intermediate students asked for the freedom and performed within the necessary and agreed upon limits. The students felt they won. They believed that it was worth living within the limits in order to have this new freedom . Gaining this new freedom resulted in a significant lesson in life. Earning this reward was more meaningful than receiving a typical school or class reward.

This example can be transferred to the previous thoughts on cooperative learning. In most cases, students want to work in groups. If teachers approach cooperative learning with the freedoms and limits perspective, they find that the students assist with its implementation. Students view cooperative learning as a freedom , not another class rule.

Using freedoms appropriately while respecting reasonable limits is the definition of self-control . Only when students gain new freedoms can we increase student expectations. Only with new freedoms comes the learning of new limits. The choice is to continue to force students into following the rules of confinement or become the emancipator. Will some abuse the new freedom ? Yes. Will some simply not know how to handle it? Yes. But then we get to teach, problem solve , and build positive relationships and develop self-control .

Practical application

Whether it is cooperative learning, the freedom to go to the library, open campus, or whatever, teaching students to find the balance between freedoms and limits will greatly assist you in having the type of school climate you desire. The first step is to define and agree (with the students and teachers) what that school culture and climate currently is. It will help if you literally list the freedoms and list the limits that you now have. You will probably see a much longer list of limits than freedoms. As you recall from the task on setting high expectations, rules and limits are usually very low expectations. So, if your list is mostly limits , you will need to raise the expectations and seek more of a balance between the two.

Your perspective and teaching that privileges and positive student expectations are freedoms help the students begin to view these as freedoms. With this view, the students are much more likely to respect any limits in order to gain or continue to have their freedoms. They will now know and remember that all freedoms come with limits and it is their responsibility to respect both.

Your students, your vision for the school you desire, mandatory rules and regulations, and many other factors will influence your decision whether significant changes are needed. Often, simply rewording student expectations from negative limits to positive freedoms can greatly assist in having more of a balance. Students accept expectations like“Students are expected to help others in their learning, but complete tests individually.”They have little respect for“No Cheating.”

So, whether you make major changes, e.g., an open campus at lunch, hall passes not required, students choosing their groups or assignments, or minor changes, the task is to know, understand, model, teach, and find the balance of freedoms and limits . Most successful principals and teachers with this task implement changes in small steps. As the students accept initial freedoms and behave appropriately, they are ready to accept greater freedoms. As the adults see improved responsible behavior from smaller freedoms, they will likewise be more acceptable to allowing greater freedoms. This task often surprises principals and teachers at how much better their students behave with their new earned freedoms.

Expected outcomes

• Students will learn a lifelong lesson about freedoms and limits .
• The school will have a more enjoyable climate.
• Students will learn greater social knowledge and skill.
• The principal and the teachers and students build more positive relationships.
• Students learn to accept more responsibility .
• Student expectations are increased.
• Disruptive behavior is greatly reduced.