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The High-Trust Classroom
What Is the High-Trust Classroom?
The term âhigh-trustâ is not exclusive to classrooms. We could equally discuss high-trust in the context of a sports team, a marriage, your schoolâs science department, or school-wide trust between administration and faculty. Although many of the principles presented in this book have a broader application, the focus of this book is the classroom.
The high-trust classroom is a place
where students look forward to class;
where students feel safe;
where students sense the relevance of the learning;
with few discipline problems;
where students are intrinsically motivated;
with effective cooperative group learning;
where the teacher can confidently use creative lesson planning; and
where the teacher enjoys his or her career and experiences minimal negative stress.
These outcomes are not only possible, but are probably being achieved by teachers in your school today, perhaps the teacher down the hall. If you are not achieving the same level of success as your colleagues, you must ask yourself, âWhat are they doing differently?â
Chances are they have created the high-trust classroom.
Why Should I Become a High-Trust Teacher?
You should become a high-trust teacher becauseâtrust works!
As Dr. Robert J. Marzano (2003) mentions in his book What Works in Schools, trust is the âapparent keyâ to effective mentoring relationships. Whether formally or informally, all teachers are mentors.
Trust is the hidden variable that makes everything else work. With trust, your classroom will operate more efficiently. With trust, your interactions with other teachers, administrators, and parents will be more creative and meaningful. This is the key to improving student achievement, reducing stress, and attaining career longevity.
Have you ever spent hours and hours developing the perfect lesson plan, only to have the lesson ruined because of âsocial challengesâ in the classroom? Of course, we all have felt this frustration.
High trust is not going to eliminate all of your âclassroom managementâ challenges. However, it will eliminate more than low trust. With increased teacher-student trust comes decreased behavioral issues. Have you ever noticed that some teachers write a couple of disciplinary referrals per day and others may write only a couple per year? Why? Are they too lenient and let students walk all over them? Well, perhaps. Some teachers do not hold students accountable for their choices. But there is another group of teachers who rarely write referrals. These are the elite teachers who create high-trust relationships, which lead to high-trust learning environments. In these classrooms, students choose to learn, not to misbehave. They choose to produce quality work, not look for quick-fix shortcuts. The difference is intrinsic, rather than extrinsic, motivation to learn.
High-trust relationships contribute to a decrease in bullying. In the book Bullying: The Bullies, the Victims, the Bystanders (2003), Sandra Harris and Garth F. Petrie say, âBuilding trusting relationships with adults is an important component in the effort to reduce bullyingâ (p. 83).
Perhaps the most important reason to become a high-trust teacher is to meet the unique and diverse needs of todayâs generation of learners. What worked 50, 30, or 20 years ago will not work in most schools today. Our societal pains consistently surface in our classrooms. Far too many children grow up in low-trust home environments. From poor modeling to outright criminal behavior, many of our students have never experienced high-trust relationships. Imagine the potentially life-changing impact of your high-trust classroom on this student.
Why Some Teachers Do Not Develop a High-Trust Classroom
If trust is everything, why doesnât every teacher create a high-trust classroom?
There are many reasons. Perhaps teachers have been âbeaten upâ or âworn downâ by the system. Other reasons could include ego, fatigue, or health issues. Thus, they have given in to a life of day-to-day survival and extrinsic measures to âcontrolâ their students. Having worked in hundreds of schools, Iâve seen an alarmingly high number of teachers who fall into this category.
Perhaps the main reason more teachers do not create high-trust classrooms has less to do with factors within the school, and more to do with the character and skill set of the teacher. Perhaps they have never developed important trust-building skills such as empathy and effective listening. Although the teacher may be excellent in their subject area, their inability to build trust with students may be limiting their long-term effectiveness as an educator.
Over the years, Iâve come to believe that there is a direct correlation between relationship struggles at school and personal relationship struggles. It is very difficult to separate a high-stress personal life from oneâs professional life. A person cannot just âflip a switchâ when pulling into the school parking lot. Over time, personal challenges will begin to surface professionally. Children and teens are extremely perceptive. As teachers, we reveal ourselves to our students every day. You canât fake it; they will figure you out!
We donât have ineffective teachers in the classroom; however, we do have ineffective people in life who have become teachers.
The Trust Tax versus the Trust Dividend
In Stephen M. R. Coveyâs book The Speed of Trust (2006), he describes the trust tax. The trust tax is the cost we pay for working in a low-trust culture. Within education, a low-trust tax could be student misbehavior. The cost of misbehavior could be increased stress, decreased learning, dreading going to work, burnout, or counting the days to the next holiday. Conversely, the dividend of a high-trust classroom could be less stress, increased learning, and looking forward to going to work.
Covey also discusses the time it takes to accomplish specific tasks in both the low-trust and high-trust cultures. For example, in the high-trust classroom, the teacher can give the assignment and allow the students the freedom to work independently. From collecting homework to cooperative group learning, things move quickly in the high-trust classroom. Conversely, things move slowly in the low-trust classroom. Just taking attendance can take forever in this environment.
In the Absence of High Trust
When teachers do not build trust, they are forced to use extrinsic measures to keep control within the classroom. For some teachers, the extrinsic measure could be fear! In other words, they scare students into following the rules. Others may use carrot-and-stick techniques, such as âpulling a ticketâ or writing a studentâs name on the board. While these techniques may be effective in the lower grades, these outside-in techniques do not always work as well with older students. Although âtoken economyâ techniques may be necessary in some settings, the mainstream population of students must be motivated from the inside out.
For most teachers reading this book, inside-out motivation is certainly the goal. However, there are still teachers who enter the profession with a different mind-set. Consider the comments from this teacher:
Iâm a retired electrical engineer. I recently began working as a substitute teacher. My biggest challenge is to keep the noise level down and the smart alecks from disrupting the class. Things have sure changed since I went to school.
I have approached this challenge by being strict. Smart alecks, mainly 12-year-old boys, end up standing facing the wall until they apologize for disrupting the class.
This approach to classroom management is a lose-lose situation on many levels.
The Greatest Obstacle to the High-Trust Classroom
The greatest obstacle to the high-trust classroom is often the mind-set of the teacher. However, some might believe the greatest obstacle to building trust is the defiant student. Yes, defiance is a problem in many schools, but the outdated paradigms on behalf of the teacher could be the greatest obstacle of all. High-trust teachers can prevent the emotional fires of defiance and redirect student energy toward successful endeavors. Many say this is just utopian thinking, but high-trust teachers know this is possible.
In the high-trust classroom, the teacher is trusted because of his or her
Students respect this teacherâs content knowledge, professionalism, and ability to relate to them on an individual level. Students genuinely sense that the teacher cares about their academic and emotional growth.
Expected Outcomes of the High-Trust Classroom
Benefits of the high-trust classroom can be found all around you. Just look at your colleagues who consistently demonstrate a high level of success. Consider movies such as Lean on Me (Schiffer, 19...