The Cool Thing To Do
November 9, 2012
Last year the MHSAA Student Advisory Council suggested the MHSAA conduct a “Battle of the Fans,” and under the supervision of Andy Frushour and assistance of Geoff Kimmerly, Andi Osters and other MHSAA staff, the campaign was a tremendous success.
Nineteen schools submitted applications, a process which required communication within the school district about what is and is not suitable behavior at school-sponsored events, and then a coordinated effort to produce a video of the school and its cheering section in action last winter.
These videos have been viewed on YouTube more than 25,000 times, and more than 8,500 voted on Facebook for the student section they most favored.
The result was not only better sportsmanship at these schools, it made being at the games the “cool” thing to do. Student attendance increased, and student behavior improved. A double win no matter what happened between the teams on the court.
With the attention being given to student cheering sections during the MHSAA’s 2012 regional sportsmanship summits – attracting 1,000 students from more than 100 schools at four sites during October and November – we expect dozens more schools to compete in the 2013 “Battle of the Fans” – building up student cheering sections, guiding students in positive ways and producing videos that try to convince Facebook voters and Student Advisory Council judges that theirs is the best student support group among MHSAA member schools.
Newcomer Wisdom
November 20, 2012
A group I work with in my spare time, the Refugee Development Center, sponsored a team in a local youth soccer league. Appropriately, the team’s nickname is “Newcomers.”
It took the team most of the season to score a goal; and it was in its final game of the season that the team earned its first victory.
After one game, I was enlisted to transport three players to their residences. All three were Napali. I used this time to ask their opinions about the education they were receiving in the local public school.
They had no objection to the content of the courses, but criticized the conduct of their classmates. They cited a lack of respect for teachers, and a lack of discipline. They had experienced the discipline of the stick in their homeland, and believed it would be helpful to classrooms in the US.
These young newcomers also noted that their instructional day in Nepal was almost two hours longer, plus they were in school a half-day on Saturdays.
From this conversation I was once again impressed that much of what has been done in attempts to improve public education has overlooked the obvious: stronger discipline and longer days. Most of what we do in US public education is the envy of the world. What people from other countries wonder about is the lack of discipline and time on task.
Empowering and supporting teachers’ discipline and increasing the length of the school day and year are not sexy solutions to what ails public education. They are just simpler answers mostly overlooked.