This will be my response to Glasser's Book

-- Anonymous, January 02, 1999

Answers

Don Ericksons Review on Glassers Book

I learned much from reading Glassers Book about managing students without coercion. I am not sure that the premise the author uses in the book is sound. Much of Glassers management style is based on Dr. W. Edwards Demings industrial management ideas which he promoted in Japan after World War II. I have studied his marvelous efforts and it is a shame that he could not get the attention of the industrial bosses in the United States. His insights into generating high quality, low priced products were light years ahead of anyone. In his approach, he empowered (I dislike that word but cannot think of a better one just now) the assembly line workers by making them key players in the entire scheme of production. In one technique, he allowed any plant worker to pull a lever that would shut down the entire assembly line. If the person saw that the quality of the project was being jeopardized, the worker would be congratulated for not allowing the work to continue. As stated in Glasser book, the workers were not coerced into increased production. Their opinions were sought after, appreciated and used to make the overall system better.

I think Glassers management style would be most effective in an early elementary class or a secondary Honors Course. It would probably also be successful in other classes which have students who already value education. The assembly line worker enjoys being a valued employee under Dr. Demings system. But without the paycheck at the end of the week, valued or not, the employee will seek another job. The students who value education will appreciate being an active member of the classroom activities. Being encouraged to identify better ways of instruction adapting to their ideas will make them feel very appreciated. Not only will they study hard, earn good grades which will lead to a brighter future, they are treated as a valued member of the classroom learning environment.

Where I struggle in seeing Glassers management style effective, is the public school classroom which involves students who are not convinced of the value of education. It troubles me in not being able to view his theory as being successful in this latter type of situation because he spends so much of the book discussing this very issue. Sometimes I view Glasser looking at a classroom like it is a controllable laboratory. One can simply adjust a variety of variables until quality school work is produced by happy students. I firmly believe that the situation described is possible and it would be an exciting environment for teacher and students alike. But it may take months longer to teach the course than the time allowed in a typical school setting. I will use grades as an example of why I think Glasser is not being realistic. "Until the final grade, all grades are temporary: Any low grade along the way can and should be raised" (Glasser, p.56). As a teacher, am I expected to keep offering the examinations endlessly to all students interested in achieving a better grade? I have 160 students in five classes. I do not have enough time before, during, or after to handle that paperwork nightmare. Unfortunately, with the established course workload, time is of the essence. The innovative teacher must try a variety of methods to present the information so students can effectively and efficiently learn. His point of segmenting the information into small easily understood sections is very important.

I enjoyed the book. I learned many new skills to try in my classroom. However, I think Glasser is so idealistic in his approach that it lessens his theory as being truly creditable

-- Anonymous, January 02, 1999