Having used Glasser's book, Reality Therapy as my bible since about 1983, it was exciting to read something else by Glasser that makes as much sense as Reality Therapy.

I was interested in Glasser's thinking on the quality world picture he believes we all posses. I was thinking about many of the children I come into contact with and found myself wondering what their quality world pictures look like and where they come from. I found it hopeful that for many of these kids, a positive school experience will be the catalyst for turning their lives around. It is fairly well documented that many successful individuals even those once labeled disadvantaged, credit a teacher with making the difference in helping them turn their lives around. Even Glasser credits a teacher with starting him on his path in medicine.

I do wonder though if the school system, even a quality school, can reprint the quality picture that some truly disturbed children have imprinted in their inner world. It seems to me more and more children have fairly disturbing and violent "quality pictures" of what their world should be. I am not sure Glasser is prepared for this potential reality. Could be that there will always be a segment of the population too disturbed to benefit from any individual or institutional intervention.

I read with excitement Glasser's thinking on exams and homework in a quality school. I especially liked the concept of students taking exams in small work groups. This is the logical progression if the homework philosopy is also adhered. School work is completed during the couse of the school day under the direction and guidance of the teacher and in small work/study groups. "Homework" is reserved for those seeking the extra credit "+" grade. It makes sense to carry this forward into the exam phase of learning. This concept is currently being used to some degree in the Edison schools here in Duluth. Students at Edison also have input and choice when in comes to their grades in a fashion not found in the traditonal "boss managed" schools.

When I think of a quality school and what separates a quality school from a coercive, boss managed school, the answer that comes to my mind is a labor union.

Unions prevent lead teaching and lead administrating. Unions need to maintain the adversarial relationship. Their survival depends on maintaining this status-quo. Look at schools where lead teaching is taking place and where teachers, parents, and students have choice, input, power, and ownership and you will NOT find a labor union. Labor unions prevent administrators from replacing or even re-training complacent, boss teachers with quality lead teachers. There are of course competent, quality lead teachers in the public school system but as Glasser points out, they are often viewed as trouble makers or rebels and their methods called into question. They are also too often lacking the support of their peers. These are the teachers who too often give up and leave the profession. Is is also plausible that this is one factor in why we are currently expecting a teacher shortage in the coming years?

Glasser's comparison of public schools with the auto industry is valid. Once tax payers and parents see that there is a quality school system, one that works and is cost effective, they will demand it for their children. Seems to me this has already begun here in Duluth as well as across the country. The "import" is Edison.

-- Anonymous, January 05, 1999