We Don't Want Happy Classrooms!

September 23, 7:29 AMNY Education ExaminerLorri Giovinco-Harte

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I’ve been a critic of DC Schools Chancellor, Michelle Rhee for some time.  It’s not that I don’t admire her zeal, or that I don’t recognize that our public schools are in need of some serious reform;  no, my concern stems from the fact that I believe her inexperience in education has, like her mentor In New York City, caused her to make misguided decisions in the interests of children.

Many people, who are not involved in education, may welcome Rhee’s efforts.  They appear to be forceful and well intentioned.  However, without the educational experience to back up these efforts, the results can be disastrous.

Her recent comments in an interview with Charlie Rose about “happy schools” are particularly indicative of a lack of knowledge about children.  Rhee commented:

"When you are basing the effectiveness of teachers on lots of softer* things...whether the kids feel good, whether the classroom is happy, whether we're creative...but if the kids can't read, that's not acceptable. You might have a happy classroom. It's not the classroom we're going to have in this district."

To an outsider, this comment may seem sensible; schools are supposed to be serious places and we need to be more concerned about what the students learn than how they feel.  Yet, here is where Rhee’s lack of experience is glaringly obvious – children are not happy unless they are learning.

All children crave structure and discipline.  They need to know that the adults in charge know what they are doing.  Inner-city children in particular, are the toughest of critics.  They know if you are prepared or not prepared, qualified or ill qualified, and they make no pretense in showing their disgust if they find you lacking.  People may not realize it, but most of the time that inner city children (or any children for that matter ) act up in the classroom, it’s because they are angry.  They showed up to school and they figure that the least that you can do is be prepared.

Any inner city teacher who has tried to “wing it” has dealt with the consequences of not being completely prepared and on top of his or her game.  The students are merciless if you are not.  They act out and become destructive.  This is certainly not “happy” behavior.

Having had the opportunity to visit many classrooms in different subject areas, I’ve learned that you can recognize a good teaching environment almost immediately.  There is a buzz in the air.  Children are engaged in the learning experience.  Their level of conversation is heightened - and surprise, surprise -  no two positive learning environments look the same.  To someone with inexperience, a very positive learning environment may seem a bit chaotic; children are active and moving about.  They are not stuck in their desks like zombies, yet the movement and conversation is focused and centered around learning.

At the same time, a classroom in which the children do not make a sound, sit quietly in their desks and appear passive, can actually be a place where very little learning is taking place.  Yes, the children appear to be cooperating, but in reality, their minds are miles away.  Weren’t yours?

Michelle Rhee’s comments about “happy classrooms” is a frightening indicator of an individual who has had very little experience in the teaching and learning process.  This wouldn’t be quite as bad had she not been named Chancellor of one of our neediest school districts.