It's a simple concept: the head honcho of a major cooperation goes undercover in his own company to get a better understanding of the ramifications of his top-down edicts and policies.
This episode followed the President and COO of Waste Management, who during his seven days undercover, witnessed first hand how the words he writes, emails, and speaks in the name of increasing worker productivity morph into the harsh realities of his workers' daily experience.
Not only was he surprised to learn that one supervisor in his company penalizes workers two minutes of pay for each minute late, he was shocked to discover that female drivers pressured to stay on schedule are reduced to using jars as makeshift bathrooms along the route. Spurred by this knowledge, he vowed to change policies that aren't working and in the future, to carefully weigh the pros of increased revenue against the cons its toll takes on his workers.
Not only was he surprised to learn that one supervisor in his company penalizes workers two minutes of pay for each minute late, he was shocked to discover that female drivers pressured to stay on schedule are reduced to using jars as makeshift bathrooms along the route. Spurred by this knowledge, he vowed to change policies that aren't working and in the future, to carefully weigh the pros of increased revenue against the cons its toll takes on his workers.
Like Atticus said, "You never really know a man until you understand things from his point of view, until you climb into his skin and walk around in it".
It's not surprising that many bosses and supervisors appear to have little to no understanding of how their decisions impact their workers. Memories of life at the lower level are often lost in the transition from worker to supervisor - I think someone slips something in the champagne at the induction ceremony... or the indoctrination ceremony, in some cases.
It's frustrating when other peoples' choices make our jobs harder. Each time someone at the top makes a decision that adds to but does not benefit our workload, worker productivity, efficiency, and effectiveness severely decline. Which is why if we were the boss, we would, of course, make better decisions, right?
I'm not so sure.
As a teacher, I work in an environment surrounded by people who, at times, make careless decisions that negatively affect their workers and I'm not talking about administrators. I'm talking about teachers.
Teachers control a large population of workers. Yes, teachers are controlled by administrators' decisions - I won't argue that - but realistically, once in the classroom behind closed doors (or in my case, with the door wide open), a teacher has supreme control of what happens in that classroom: a teacher controls the environment that his or her students work in and I'm surprised by how many teachers abuse that control.
Teachers possess the power of creation: they can offer students a welcoming place to learn or they can make their classroom a place no one wants to be - including the teacher.
I firmly believe that most reluctant learners fail not because the system has failed them, but because the adults in the building failed to recognize that learner as a human first and as a student, second. Most students who fail were, or continue to be, mistreated, ridiculed, looked down upon, or dismissed by teachers who could have been, instead, nice and compassionate.
In fifteen years of teaching, I have failed only one student and that's because he missed over 80 days of school and withdrew, forcing me to sign off on him as having "Withdrawn/Failed" (I tried to give him an incomplete but was told that was not an option). The reason the scores of other "reluctant learners" managed to achieve a relative level of success in my classroom after having failed other classes miserably isn't because I'm such a great English teacher.
In fifteen years of teaching, I have failed only one student and that's because he missed over 80 days of school and withdrew, forcing me to sign off on him as having "Withdrawn/Failed" (I tried to give him an incomplete but was told that was not an option). The reason the scores of other "reluctant learners" managed to achieve a relative level of success in my classroom after having failed other classes miserably isn't because I'm such a great English teacher.
It's simply because I care about them more as people than as numbers and I took the time to get to know them.
When I create lesson plans and assignments, I can get carried away. That's when I have to remind myself that those kids are my captive audience 200 minutes a week, which is way more time than most of them spend with their families in a month. Then, I fashion my lessons to make the most of those minutes, knowing that when the bell rings, that student must proceed to another class and what happens in that other classroom is beyond my control; therefore I can't expect my students to focus on my class when they are not in it.
If I can't teach what my students need to learn in 50 minutes a day, 180 days a year, then shame on me. That's why I refuse to give them meaningless assignments that are only going to take up their time, increase their frustration and diminish their future productivity.
I wish more teachers would take that into consideration when assigning work for the sake of assigning.
When we're in charge of others, we have an obligation to put their well being before our own - no matter if we're in the role of a boss, supervisor, teacher, or parent.
It's good for morale and when morale is high, productivity soars.
If I can't teach what my students need to learn in 50 minutes a day, 180 days a year, then shame on me. That's why I refuse to give them meaningless assignments that are only going to take up their time, increase their frustration and diminish their future productivity.
I wish more teachers would take that into consideration when assigning work for the sake of assigning.
When we're in charge of others, we have an obligation to put their well being before our own - no matter if we're in the role of a boss, supervisor, teacher, or parent.
It's good for morale and when morale is high, productivity soars.
Awesome blog today! :)
ReplyDeleteAmen! Ali, you hit the nail on the head. Wish we had more teachers like you out there! Can't wait to read it to my Mom. (she doesn't know how to turn on a computer!)
ReplyDeleteI wish I could send this to Susie...especially at this time of the year...I'll explain :(
ReplyDeleteSend it to her, Paula - I don't mind. Ugh - that makes me really nervous - we need to chat today. Are you off?
ReplyDeleteGood thoughts. I often struggle with feeling like my homework loses credibility because other teachers have abused the practice. I argee whole-heartedly with the consideration that needs to go into every assignment given.
ReplyDeleteWith that said, I'm curious how no students have failed your class (with one exception). I have failed a few students, all of which were a result of not putting the time in to master certain skills. I knew these students--who they were, what was important to them--and had relationships with them. In the end I still think it was their choices to reject what I was offering that led to their failure, not my inability to present it to them (but maybe that's what I tell myself).
Again, great thoughts. I am just intrigued you've not run into any exceptions.
Oh, I've run into exceptions - believe me !! First of all, I give A LOT of failing grades during the 4 marking periods and some kids do fail a marking period or a semester so to clarify, when I say I don't fail kids, I'm talking about failing for the year.
ReplyDeleteI must admit that I don't believe in failing kids because, as some teachers say, they "lack responsibility". I'm super, ridiculously flexible. I know who I am and how I operate and I will openly admit that I wait to the last minute, am super forgetful, and sometimes have the best intentions and then walk out of the house with something important sitting in the printer.
So I don't punish kids for being human - I have a policy that if my students don't have their work done and speak to me in advance or at least before class, and if they are earnest and honest, I'll work something out. If I've learned anything in the "real world" it's that deadlines are rarely firm.
Also, since I believe that it's way more important to master skills and increase critical thought than it is to play judge, I have no problem modifying or even replacing an assignment that I know particular kids aren't going to complete. The way I look at it is, I created the original assignment, right? So I can create a second one tailored to appeal to hard to reach students if needed.
During class, I keep those kids focused and involved by incorporating any and every trick, allusion, technological advancement, etc. I let kids listen to their iPods while working on tasks, I recognize the struggling readers in the room and when we read a novel, I sit down with them and personalize a reading schedule for them that allows them to skip over sections I know might lose their interest and highlights key sections crucial to understanding.
Wow. I didn't realize what I actually do until I sat down to write this and that's not the half of it! Don't get me wrong - I am by NO MEANS a great, perfect role model of a teacher. There are days I suck. There are days I am short tempered or boring or lazy or crazy. There are days I wish I could just throw in a movie and ignore them because I have something personal on my mind.
And they have those days, too.
That's what I try never to forget.
Ashley, thanks so much for the comment - you really made me think about what I do !! Let's talk teaching again!
ReplyDeleteAlways good to find someone thoughtful about teaching high school English (especially Brit Lit!). Failing someone for the year? That is something I have done, maybe once? And I'm with you on recognizing the need for grace--especially with deadlines. And I'm with you on trying to replicate the real world. (Because that is, after all, what we're preparing them for, right?)
ReplyDeletePS-Checked out your teaching site: awesome. I may steal some ideas, or at least inspiration.