Classroom proof that
getting students inside what they need to succeed
makes a good school system.
§
Letting go of being the “Perfect” teacher
— Eva Fugitt’s journey
Ms Fugitt used psychology (psychosynthesis) to exercise children’s growing ability to self-direct their own lives.
An experienced teacher, Ms Fugitt started in Oakland Unified as a substitute before teaching 4th and 5th grades.
Ms Fugitt wanted
students to “be good” and to learn.
For herself she wanted a “better way” of working with children.
The problem:
too many students misbehaved and were not learning.
From her book, He Hit Me Back First!
The children came running into the room, jumping on chairs, walking across desks, yelling and laughing…
Describing herself as the external authoritarian:
I physically placed some children in their seats and dared them to move.
Ms Fugitt’s students, as described by parents, foster parents, and social workers:
“An incorrigible discipline problem.”
“Aggressive and undisciplined.”
“Constant fighting and use of obscenity.”
“A foster child. Mother in an institution and father an alcoholic. Three brothers in jail, one in San Quentin.”
“When she was five years old she saw her father kill her mother after he found her in bed with a lover.”
Ms Fugitt’s question?
How does a classroom teacher help children with such problems?
The guide
One day, while still working as a substitute:
two boys got into an argument over a comb and started to physically battle it out
A respectful silence
The teacher stood quietly in the doorway and said, “May I help you?” I looked at him. The children looked at him. Silence. A respectful silence. … He also had a quiet presence that penetrated us all. … He then placed a gentle hand on one boy’s shoulder and suggested that he “come with me for a while.” The class returned to work.
At lunch time I sought out that man and what a time of sharing we had!
I left that day determined to discover and develop within myself that same inner presence that radiated love and will, gentleness and firmness, and loving strength.
Steps to success
1. Let go of being the “Perfect” teacher.
2. Realize I can not “make” a child learn.
3. Realize I can not be “responsible” for the behavior of my students.
Ultimately, students themselves make their own choices.
4. Develop my ability to develop student ability to use their own will
This is part of what the Lead Out Method describes as getting students inside what they need to succeed.
It was difficult and even painful for me to learn that I could not be “responsible” for the behavior of my students. Each student ultimately makes his own choice of response, even within a limited environment.
Further:
There was no way I could “make” a child learn to multiply, learn to read, learn to “be good” unless the child’s awareness at the time permitted her to choose to do these things.
However, I could be responsible for my own behavior. I could be responsible for creating an environment that motivates, challenges, and invites a disciplined, creative response to learning.
The stakes could not be higher
IF Ms Fugitt succeeded
THEN students would succeed
BUT if she failed
students would continue their bad behavior and would not learn.
Did Eva Fugitt succeed?
— watch this video.
He Hit Me Back First!
Schoolio’s founder, having read Ms Fugitt’s book and discovering it was out of print, took the initiative to recreate the book, contact Ms Fugitt and meet with her, in order to re-publish the book as an ebook.