Tag: trust

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In None We Trust

I wonder how many teachers would be prepared to gather all their students together at a school assembly sometime and say the following to them …

“Look, we just need you all to know that we do NOT trust you. We’ve talked about it, and we think that given the opportunity, you will all get up to no good and make poor decisions. Because of this, we plan to closely monitor your every move and to make sure that you don’t get away with anything, ever. We plan to prevent you from doing common tasks that are probably perfectly fine and safe. However, since we are, after all, assuming that you won’t be able to make your own good decisions about those things, we have taken the liberty of making those decisions for you.

Essentially, we think you are all a bunch of thieves, cheats and liars with no sense of morals or ethics, and you probably spend all your time looking at pornography anyway. We have no intentions of assuming anything other than the worst… as I said, we really just don’t trust you.

Thank you, that is all. You may now go to class.”

Nah, we’d never do that to our kids, would we?

Now, here’s your locked-down school-supplied laptop. Have a nice day.

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The Cloud

He rolled his eyes and tried not to look distrustful. “I’m not sure about all this ‘cloud computing’ nonsense. It seems to me it’s just a passing fad and a huge security risk.  I’d never trust my important stuff there. I’d only put my files on my own computer. I like to know where they are so I can get to them when I need them.”

His friend responded with a wry grin. “Do you have a bank account?”, he asked.

The cloud sceptic replied, “Yes, of course I do.”

“Well… what do you think that is?   Do you think your pile of money is sitting in your very own little personal vault somewhere with your name on it?”, he smiled.

“No”, he continued, “your money is nothing more than a record in a computer database, a series of 0s and 1s kept on a server somewhere as a series of magnetic codes. You don’t know where your money is kept or what sort of machine it’s kept on, or who maintains it, or how often it’s backed up. You don’t know what operating system it uses or what type of database it is. You just know that when you go to the ATM, money comes out the slot. That’s all that matters. You don’t need to go to the same bank that you deposited at, and you don’t get back the exact same pieces of paper that you put into the account. All you know is that you put your stuff somewhere, and then you can access it from anywhere.”

That’s what the cloud is.

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A Policy of Trust and Respect

I’m a huge believer in the notion of trust and respect as the primary drivers in the relationship between student and teacher. People have occasionally told me that I’m just incredibly naive about this, but all I can talk from is my own experience, and in my own experience, building relationships of trust, respect and genuine care between student and teacher is the foundation upon which all “policy” rests on in my  classroom. I realise that school administrators will feel a need for something a little more concrete than this, but any policies, AUPs or guidelines that aren’t based on this first rule are  simply not sustainable in my view.

Take blocking and filtering for example. While school boards have the best of intentions for protecting students when they block access to web 2.0 tools and other social technologies, such policies fail the trust and respect test, because they start with an assumption that bestows upon the students neither trust nor respect.

Or what about when a school tells students that their mobile phones will be confiscated if seen? Again, this approach treats students with neither trust nor respect.

Forcing students to complete work that appears meaningless to them, asking them to remember facts that seem unconnected or pointless, again treats kids with neither trust nor respect.

So, yes, when policy makers make policies, I believe they need to think about it in terms of providing an environment of trust and respect first, and then expecting students to work within guidelines that honour that trust and respect that they have been offered.

For example, having a mobile phone in school or in class is not really a problem if it’s use is bound by behaviour that treats the student with the trust to know when and how to use it the correct way, and the respect to assume that they will. Instead of jumping up and down and reading them the riot act if we so much as even see their cell phone, perhaps we need to expect that they are welcome to carry one as long as it doesn’t get used inappropriately… after all, isn’t that how most adults would wish to be treated? Imagine if schools confiscated cell phones from teachers.There would be an outcry and a resounding “Don’t they trust us to do the
right thing?!” from staff, as they felt a sense of violation at their employers assumption that phones would be used inappropriately. As teachers, we would feel as though we were not trusted, we were not respected, and that our ability to make sound decisions was in question before we’d even done anything wrong. I have never seen an employer make those sorts of draconian rules for their employees, but I hear about it happening from schools all the time with regard to their students.  I can only imagine how untrusted and unrespected our students must feel when placed in a similar situation. I’m not suggesting that that school policy should be a free-for-all where kids just do whatever they want. Far from it. I do however think that kids should be given the opportunity to prove they can do the “right thing” before we set up policies that automatically assume they won’t.

I see the same sorts of thinking when it comes to Internet access policies. Blocking access to the web becomes far less necessary if we begin with a fundamental assumption of trust that our students will do the right thing, backed up with the respect that they are capable and able to make those decisions for themselves. Instead of assuming the worst, how much better would the environment we create in our schools be if they were based on trust, respect, and a belief that students want to do the right thing if given the chance.

I really do believe that we get what we expect. As long as we create environments that are based on the expectation that students will do the wrong thing, they probably will. Funnily enough, if we start to create environments where we expect our students to do the right thing, they will usually do that too. They will give us whatever we expect from them, but mostly, school policies are set up to expect the worst.

Seriously, what’s the worst thing that could happen if we created an environment of trust and respect?

Image: ‘James,
I think your cover’s blown!‘
http://www.flickr.com/photos/23912576@N05/2962194797