Parentella

Mr. Franklin and his ideas are a shining example of the direction that education ought be moving in order to bring positive change to our schools. In this interview, he shares his opinions of the educational system, which, while shared by many, are not necessarily representative of all other educators. This is part four of an on going series. Read part 1, part 2 and part 3.

Q: Exactly what do you teach that helps students to “grow in quality of character”?

A: The qualities of a good leader are: trust, courage, teamwork, communication, decision making skills, goal setting and acknowledgments. I have set up a regimen of activities that teach the kids these skills.

I’ll give you some examples of activities that teach these qualities. Each year, I take the kids on a field trip to a ropes course where physical challenges are used as a metaphor for confronting fear in life. This instills courage. Since they have to physically help and even catch their classmates, they also learn trust and team work.

I also have each student break a board using their bare hands, like you see in karate movies. I have each child write a fear of theirs on the board before they break it, setting their fear as a barrier and then breaking though the barrier. The hope is that kids can translate their success into the real world (e.g. “I didn’t think I could do that, but I did– now there no telling what I can do.”)

I create game-like challenges that teach the assorted skills, too. For example, in one game, the kids need to figure out a creative solution to a task that seems impossible at first – but they can’t talk to one another. They have to figure out the solution using other methods, such as touch and visuals, which teaches teamwork and communication skills. I put students in simulated situations where tough decisions are required and the kids must rely upon their skill sets to achieve success.

Further, I build positivity into each day, hoping to train them to have a positive attitude about everything in their lives. One of our class mottos is “problems are opportunities for solutions.” Criticism must be accompanied by a double dose of positive. All too often in this world, our leaders (bosses, teachers, etc.) only tell us the negative. Leaders must understand that people are human– they have feelings. So, we always begin a meeting with verbal acknowledgements. Finally, I make sure to celebrate each achievement they make and to instill a sense of pride in them for a job well done.

Q: And what kind of leadership opportunities do they have within the school?

A: At assemblies, my students will do the opening of ceremonies, the flag salute, and act as the emcee. The students that have been elected as student body officers are voting members on the school’s “Shared Decision Making Council”. Each child’s vote counts the same as the teachers and administrators votes.

The students will write and give speeches for special occasions. For example, on September 11, instead of the principal giving a speech to the school, my students did it.

My students participate in peer mediation and conflict resolution. My students run the graduation ceremonies at the end of the year.

The kids also put on several fundraising events for the school, as well. They generally put on 4 – 5 dances a year, as well as three lip sync contests. My students started a school recycling program that also brings in money to the school, which has won our school the prestigious  Green Flag Award for Environmental Leadership.

Q: What community outreach programs do the students participate in?

A: Each October, the leadership class puts on a clothing drive, in November a food drive and in December a toy drive. All goods from each of the drives go to a local homeless shelter. The kids deliver each round of goods themselves.

One Saturday during the school year, I take the kids to “Operation Gratitude” where they help make care packages for our troops stationed overseas.

Students also assist local elected officials with projects, and participate in community forums.

Above and beyond the class activities, the students each are required to volunteer 20 hours of their time to community service, and I help arrange opportunities for them. Things I arrange include neighborhood clean ups that are sponsored by the city council, other events run by the local council, informational fairs, health fairs, etc.

Q: And how do you line up the meetings with the officials?

A: I contact assorted local leaders to try to arrange meetings. My classes have met with the mayor, state assemblymen, and others. The officials explain what kind of impact they personally have on the communities, which helps kids to understand their own potential impacts.

Each year I take the kids on a major field trip to either Sacramento (the capital of CA) or to Washington DC to meet with senators, congressmen and other elected officials. Who they meet with depends on the which officials have time in their schedule when we are there. This year we met with Diane Feinstein, California senator, and John Lewis, a congressman from Georgia and civil rights pioneer.

The trip, of course, is the highlight of the year for the students. In DC, if congress is in session, we get galley passes to watch the discussions. We actually saw No Child Left Behind in debate one year! The students tour the capital buildings in DC, the White House, too. Meeting with the national leaders gives them a bigger perspective of the world and what kind of influence one person can have on the whole country.

Read part 5.

Image credit: http://www.inmagine.com/ie189/ie189003-photo

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Christi Grab is contributing editor and writer for Parentella. After graduating from San Diego State University, she went on to be a successful business woman. In April of 2007, she and her husband decided to put their careers on hold and travel the world. She has recently returned from her travels and is currently writing a book about their adventure. For more information on the trip, visit her blog.