This is where I'll respond to the Quality Schools book.

-- Anonymous, December 02, 1998

Answers

The following is my summary / response to The Quality School...Managing Students Without Coercion, by William Glasser, M.D.

Overall, I found reading Glassers book The Quality School very interesting. I must say that this book seemed to hold my attention very well. I realize that many of my Cohorts in this masters program believe that Glasser is idealistic to say the least. To some degree, I would agree. However, Ive found that with many of the issues discussed within the group, I seem to, more often than not, look at things from a slightly different angle. One of the main reasons for this could simply be because of the fact that I am not actually a classroom teacher. Instead, in my position, I have more contact with teachers and staff than with the students themselves. This may be one of the main reasons for my difference in perspective.

Another reason for my high interest in this book may be because of the fact that I am relatively new to the education game. Most of my experience came from working in the business world. I quickly found that many of Glassers ideas, suggestions, and thoughts closely parallel those found in the business world. One of the main examples of this is the idea of boss management versus lead management. Glasser seems to suggest over and over that the majority of schools and staff practice the wrong management style...boss management. Instead, he adamantly directs the schools to practice what he believes to be the far superior method of management...lead management. Glasser firmly believes that one of the main reasons that our schools are not quality  is due to the fact that we are not practicing lead management theories.

As his book title suggests, boss management contains coercion methods. Glasser seems to believe that this is one of the main reasons that this style of management will not work in our schools. Certain elements of the boss management style hold true. The boss normally defines the work...the worker (student) must adjust to the task(s) given. The boss normally tells, rarely demonstrates, and very rarely asks for input from the students. The boss handles all evaluation or grading and rarely involves the student in the process, therefore, the students seem to settle for less than quality work. Lead management is in contrast to all of this. Instead, the theories of lead management point in a different direction. The leader is constantly making efforts to fit the job to be done to the actual skills and needs of the students. The leader often demonstrates the task at hand and is very clear as to the expectations. The leader asks the students to evaluate their own work and progress. The leader provides a noncoercive atmosphere in which to do the job. Overall, the lead manager strives to get the students to see that it is to their benefit to do quality work.

In a previous paragraph I mentioned that I found many of Glassers ideas to closely match those of a successful business model. Im reminded of a book that I once read by a man by the name of Tom Peters. In his book, titled Thriving on Chaos, Tom outlined many of the business practices, theories, philosophies, and actions of companies throughout the world who seemed to have one main thing in common...success. Many of the specific ideas within Glassers book are very similar to those mentioned in Tom Peters book. In simple terms, these successful companies made it a priority to include their customers, and more importantly, their workers in the goals of the company. The workers new what was expected and given many opportunities to achieve success. They knew the philosophies of the company that they worked for and strived for quality. Similarly, schools would benefit in the same way by including their customers (the students) in the overall goals of the school...to allow for success. The problem in schools in many cases is that expectations and success are many times too narrowly defined. If schools rarely give students a chance to redefine success once in awhile, how do we expect quality as an outcome?

I could go on to write about the many specific good ideas that I am in agreement with Glasser . For instance, choice theory, cooperative learning, and bonuses for success. But, my intent is not to simply reexplain the theories and ideas that Glasser overviews in his book. In summary, the overall encompassing impression that I held after reading this book is that I truly believe that these practices could work, if given the chance. Not just for a season or two, but over a reasonable period of time. I know that many people cringe at the idea of comparing business practices with those in education. However, why couldnt we visit the idea of mixing some of these ideas. Is it right to hold on to our old ways of doing things? Or...is it time (our responsibility) to strive toward quality and therefore...success!

-- Anonymous, January 18, 1999

Scott: I liked what you had to say about Glasser's work. I did find him idealistic -- but as in all ideas, there are parts that may work if carefully chosen and implemented.

This sentences stuck with me throughout your observations: "the lead manager strives to get the students to see that it is to their benefit to do quality work.". I think that is key because it clearly points out that both sides benefit from lead management instead of one. I know this sort of sounds like a "Hey, what's in it for me?" type approach. I guess it is. Maybe that is what needs to be emphasized - - that lead management will benefit not only the student but the teacher as well. Then changes may be made accordingly.

-- Anonymous, January 20, 1999

Hi Scott! I enjoyed reading your reaction to Glasser's book. I truly agree that lead managemnet is the way to go for classroom success. I like the idea that students need to be included in the decision making that takes place in the classroom including setting the criteria for quality work. This has become an important issue for me. I believe that students need to define what "quality " is and then self-assess their own work to see if it stands up to our defintion. This self-assessment is a lifelong skill that will carry over to whatever career and life options they chose. It is definitely something I use everyday. It is through this self-evaluation that we can learn more about ourselves, improve on our weaknesses and build on our strengths. You know this can work for business as well as education! We really aren't that far apart!

-- Anonymous, January 27, 1999