What Are Some Good Outcomes of Democratic Administrative Techniques?
Identifieur interne : 000753 ( Istex/Corpus ); précédent : 000752; suivant : 000754What Are Some Good Outcomes of Democratic Administrative Techniques?
Auteurs : Irvin W. Snyder ; Matthew P. GaffneySource :
- NASSP Bulletin [ 0192-6365 ] ; 1954-04.
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DOI: 10.1177/019263655403820245
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Techniques?</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Snyder</surname><given-names>Irvin W.</given-names></name><aff>Washington High School, Massillon, Ohio</aff></contrib></contrib-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Gaffney</surname><given-names>Matthew P.</given-names></name><aff>New Trier Township High School, Winnetka, Illinois</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>04</month><year>1954</year></pub-date><volume>38</volume><issue>202</issue><fpage>200</fpage><lpage>206</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Other</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>200 Part I Discussion GroupsWhat Are Some Good Outcomes of Democratic Administrative Techniques? SAGE Publications, Inc.1954DOI: 10.1177/019263655403820245 Irvin W.Snyder Washington High School, Massillon, Ohio Matthew P.Gaffney New Trier Township High School, Winnetka, Illinois CHAIRMAN: Harold E. Perry, Principal, Verdugo Hills High School, Tujunga, California DISCUSSANTS: Alfred E. Jacques, Principal, Springdale Senior High School, Springdale, Pennsylvania Willis Thomson, Principal, New Rochelle High School, New Rochelle, New York IN CONSIDERING the problem of listing some good outcomes of democratic administrative techniques, one is immediately confronted with the need of formulating a school philosophy which must make it possible to operate democratically. It is generally agreed that one of the major objectives of the educative process is the development of the concept of democracy as a way of life. 4 Ibid., p. 84. 207201 If the development of democratic citizenship is one of the major educational objectives of our secondary schools, then, it follows that the principal must assume leadership in this co-operative and creative enterprise. He must be a leader, not in name only, but in action also. If one of the functions of the school is to educate for democratic living, it follows that the faculty, community, students and administration must co-operatively contribute to the formulation of the school's philosophy. This will give the principal and his staff a sense of direction which must be translated into actual democratic practices. The students must benefit from these practices; otherwise, we cannot justify them. It is difficult to suppose that students can take part in democratic living while the teaching staff is denied participation. Therefore, it becomes the responsibility of the principal first, to set the stage, to help develop the school's philosophy so that it will include the spacious avenue that goes between the school and home, the teacher and parent. Such an avenue must be built to invite and maintain two-way traffic. The second major responsibility of the principal is to set up his school organization so that it will encourage maximum participation on the part of all individuals, including students. If the spirit of democracy is present, the practice will follow. However capable the principal of the secondary school may be, he cannot begin to match the combined intelligence of his staff. A sense of partnership on the part of his staff is necessary if he expects worth-while results from the process of forming policy through group participation. No principal is big enough, wise enough, or trained well enough to "run" a school alone. It requires democratic leadership. It is, indeed, a co-operative enterprise. With these brief statements leading to the formulation of a school philosophy through group participation, the principal of a secondary school should gradually be able to realize some of the following outcomes as a result of his democratic administrative techniques. It now becomes a growing and a creative process. GOOD OUTCOMES 1. In a democratically administrated school, there is more democracy in the classrooms. 2. Democratic school administration helps the individuals, who are immediately responsible for the educative process, to develop a more flexible program adapted to the needs of youth. 3. Democratic school administration facilitates individual growth on the part of all who participate and, thus, develops more efficient leadership. 4. Individuals grow through participation in co-operative thinking and planning, and they develop a fuller understanding of the administrative and teaching problems. 5. Democracy in school administration permits individuals to gain experiences that are consistent with our American form of government. 6. In a democratic school the individuals learn to have more reject for people, a higher regard for facts, and a greater desire to assume responsibility 208202 7. Teachers who help to determine policy have a better understanding of it; and, with the added sense of partnership and responsibility, they become more concerned in carrying out their policy. 8. Co-operative decisions usually are longer lasting and more universally accepted than the decisions of any one person. 9. Democracy in administration releases individual abilities and powers of all the staff for the benefit of the entire school organization. 10. Graduates from a democratically administered school are better qualified to assume their responsibilities as American citizens. 11. In a democratic school the individuals gain experiences which encourage critical thinking, close self-evaluation, and a desire to understand. 12. Collective help in problem solving leads to greater community concern for public schools. 13. In democratic schools individuals gain attitudes of mutual faith and good will which will permit good teaching and develop an atmosphere of understanding and freedom from suspicion. AT THE beginning, I should like to emphasize one idea that to me seems fundamental. Before we can expect any good outcomes of democratic administrative techniques, we must establish a strong democratic philosophy, accepted by pupils, parents, faculty, and administration. This philosophy, I believe, ought to be stated in writing. Because of limitations of time, I shall discuss only three techniques; namely, student councils and allied clubs, faculty councils, and parents councils. I shall take my illustrations from the school with which I am associated. THE STUDENT COUNCIL First, let us consider the student council. At one time our council spent a year discussing and writing out its philosophy. Thus the members had a good idea why the council existed and a guide for their activities. Over the past twenty-three years, outcomes of their work that seem to have lasting value are: 1. Development of student organized and controlled study halls-Starting in a modest way with a few students, these now take care of five of the seven study halls in operation each period. The council organizes the study halls, supervises elections for student supervisors, and holds training sessions for these supervisors. The study halls are very successful. ' 2. Development of an honor system-General or class assemblies are held each semester to explain the purpose of an honor system. Each class (as English lA)~ votes whether or not it wishes to participate. We believe that the council has changed the attitudes of students toward cheating and has markedly raised standards. 209203 3. Development of an inter-school council with our nearest neighbor and great athletic rival, Evanston Tolvnshil High School-At one time relations between the two schools became so bad that there was serious consideration of discontinuing all athletic relations. The inter-school council by developing many get-togethers of non-competitive nature, such as "Swap Hops" where a senior party for both schools is held one night at Evanston and a junior party for both schools on the same night at New Trier, has created a wholesome relationship between the two student bodies. 4. Organizing the Halloween party.-Years ago Halloween was an evening to be dreaded. Now the council organizes a huge party that utilizes the entire plant-movies in auditorium, dancing in dining hall, swimming in pool, bingo in the library, roller skating in one gym, handball in others, club booths of Halloween stunts in field house, and so forth. This year forty parents and thirty teachers helped-2,000 pupils attended. The party has ended Halloween troubles. 5. Studying recreational needs-The council decided a few years ago that there was a shortage of opportunity for the non-dater and developed "gym jams" and "sock hops." These are non-date affairs, with many activities in addition to dancing. 6. Develo ping the budget and the season ticket for school activities- This gives the students understanding of the financing of the activities and develops responsibility. 7. Chartering all clubs-Any group of ten students that has a faculty sponsor and a written statement of purpose may apply to the council for a charter. 8. Control of student dining hall-After years of unsuccessful experimentation, the solution was found by using a council committee with representatives from each adviser room. Although a faculty member is available each period in case the council head wishes to consult with him, he is not present in the student dining hall. Paralleling our council are two other organizations which were in existence before the council-the "New Trier Girls' Club" and the "Boys' Tri-ship Club." All girls belong to one and all boys to the other, but elected boards and their committees carry out the program. These clubs organize all the service organizations, raise all moneys for charitable purposes, manage all drives, plan most of the dances, have responsibility for orientation of all new students, and so forth. A few of the good outcomes in evidence this year: 1. Senior helper.r-Seniors assisted in all freshman adviser rooms (home rooms) the first eight weeks to help with the orientation of freshmen. Committees helped all new students entering, above freshman year, to get acquainted. Girls called on all new girls moving into the community and took them as guests to parties and school events. 2. A traffic squaw of over 200 boys-They are divided into teams and are on duty directing auto traffic before school in the morning, after school in the afternoon, and at all evening affairs. 210204 3. Information desk boys-They are on duty every period to meet visitors and parents. 4. Door guards-They are on duty only during lunch periods to keep pupils from coming into corridors and from disturbing classes. 5. Usher corps.-They are trained to be on duty for all uses of the auditorium or building, and in our school that means constant service. 6. Public relations committees 7. Dance committees 8. Dinner committees-The boys have a boy-dad dinner one year and mother-son the next; and the girls have the alternate dinners-mother- daughter one year and daughter-dad the next. 9. Girls' friendly banquet-The purpose is to entertain new girls and promote friendliness among all girls. 10. Student aid committees-They raise money to help needy students. 11. Ticket committees-This group distributes tickets for the big school affairs. 12. Clothing drives-This year the students collected twenty-two tons of clothing for Korea, as well as sponsoring drives for Red Cross, March of Dimes, Tuberculosis Association, and pre-Christmas workshops. 13. Employment committees-These are to help boys and girls who want odd jobs. People in our community phone in and are connected with Tri-ship or Girls' Club ofhces. 14. Scholarship committees-The main job of these clubs has become raising money to help boys and girls who need assistance to go on to college. Last year these clubs raised and awarded $15,000 in scholarships. 15. "Lagniappe"-The main money-raising activity for students has become the mid-semester student talent show. It plays four nights to packed houses, and is one hundred per cent student planned, written, directed, and controlled. This year over 1,000 students tried out for parts. In any one semester, we have 500 boys and girls giving at least a period a day to some school job organized under one of these organizations. While all organizations must have a faculty sponsor, we put emphasis on student initiative, student planning, student control. The final good outcomes are not only in activities but in good CltlyPl'1c taking responsibility and becoming mature, civic-minded men and women. FACULTY COUNCIL ' The f aculty council in our school is a democratic technique that brings good results. Our council meets once a month, discusses anything pertaining to the welfare of the school or faculty, publishes the minutes of their meetings and making them available to all teachers, and invites other teachers to visit at any time. The council is an elected body. It sets up sub-committees such as salary committee, building committee, social committee, curriculum committee, committee on records and forms, committee on use of adviser room time, and so forth. 211205 We are in the midst of a major building program. Last year the faculty building committee met every two weeks for four months-in five-hour sessions-from 4 P. M. until 9 P. M. with dinner served by the school. Thus they have moved along step by step with the architects and school board and have in turn brought in every teacher in school whose work will be affected by the building plans. The curriculum committee is this year studying our overall picture and working with department heads. The curriculum committee also meets with and works with the parents' curriculum committee. In other years this committee has studied courses for retarded children, courses for students of superior ability, democratic processes in the classroom, the crowded curriculum, the place of extra class activities, and so forth. The salary committee has for years had one or more meetings a year directly with the board of education. THE PARENTS' ASSOCIATION Our parents' organization is six years old. We do not see now how we ever got along without it. It has a central council, class councils-i.e., freshman sophomore, junior, and senior-special committees such as program committee, curriculum committee, student affairs committee, special services committee, publicity committee, safety and law enforcement committee, and budget and finance committee. Several offerings in the curriculum stem directly from suggestions by the parents' curriculum committee or from this committee in connection with student council or faculty curriculum committees. Examples are: driving training, an elective senior course in family living, and a unit in speech for ninth-grade pupils taught by trained speech teachers. A series of senior parties known as "senior canteen" are the direct result of consideration by the parents' student affairs committee. Working with the students, this committee succeeded in bringing the private Christmas dances, which for many years were held in ballrooms in Chicago, into the school gymnasium and under supervision. ' One successful activity of the special services committee has been to establish an insurance plan for students, publicize it with students and parents, and get the majority of students enrolled. The publicity committee publishes a pamphlet four to six times a year which reaches all parents. The program committee plans the entire year's program in co-operation with the faculty and administration and furnishes hosts and hostesses for the parent-teacher conference nights. The work of the council has tapped areas of interests never reached before. Our school has eighty-three adviser rooms of about thirty students each, organized by class and sex. One room, for example, will be made up of thirty sophomore boys with a man adviser. The parents of each room now 212206 have meetings on the special problems of this group. The parents of one such room this year have monthly meetings. While these meetings take much time of the administration and faculty, we had proof this year that it paid off when our district voted on a bond issue of nearly six million dollars to modernize and enlarge part of our plant, and passed it by a 5 to 2 majority. The work of our parents was largely responsible for the favorable vote. There are many other techniques of democratic administration; I have only given examples. However, techniques in themselves, valuable as they may be in carrying out democratic processes, would be purely machinery of organization unless the right spirit motivated the operations. An accepted democratic philosophy will cause any school to develop techniques that fit its own situation.</meta-value></custom-meta></custom-meta-wrap></article-meta></front><back><notes><p><sup>4</sup><italic>Ibid.,</italic> p. 84.</p></notes></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>What Are Some Good Outcomes of Democratic Administrative Techniques?</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>What Are Some Good Outcomes of Democratic Administrative Techniques?</title></titleInfo><name type="personal"><namePart type="given">Irvin W.</namePart><namePart type="family">Snyder</namePart><affiliation>Washington High School, Massillon, Ohio</affiliation></name><name type="personal"><namePart type="given">Matthew P.</namePart><namePart type="family">Gaffney</namePart><affiliation>New Trier Township High School, Winnetka, Illinois</affiliation></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="other"></genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1954-04</dateIssued><copyrightDate encoding="w3cdtf">1954</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><relatedItem type="host"><titleInfo><title>NASSP Bulletin</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0192-6365</identifier><identifier type="eISSN">1930-1405</identifier><identifier type="PublisherID">BUL</identifier><identifier type="PublisherID-hwp">spbul</identifier><part><date>1954</date><detail type="volume"><caption>vol.</caption><number>38</number></detail><detail type="issue"><caption>no.</caption><number>202</number></detail><extent unit="pages"><start>200</start><end>206</end></extent></part></relatedItem><identifier type="istex">97ECA36A972FBB852B663DEA7A4C3C5A86C8CC70</identifier><identifier type="DOI">10.1177/019263655403820245</identifier><identifier type="ArticleID">10.1177_019263655403820245</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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