Student+Voice


 * Student Voice

Project by: Ben Green

1) Introduction to the problem** a) North Kingstown High School is a high school governed solely by administrators with little teacher and student input. The student council at our school was eliminated a few years go, and no documentation remains as to why this elected group of students was removed. This is an addition to the problem; that there is no formal constitution or governing documents providing evidence for past decisions made. Our school has an executive board representing each graduating class; however, this group has no governing power. They are solely for the purpose of decorating for school spirit events and choosing locations for junior and senior prom. Currently, all rules created to better the learning environment of students are solely the power of administrators, with little input from parents and teachers, and virtually no student voice. Student response to frequent or sudden rule changes or major changes in policy are often disgruntled e-mails, letters, and verbal conversations, which are generally ineffective as their negative and angry tone is frequently dismissed by their intended audience.

a) Firstly, I researched 3 topics to decide which interested me most and I would like to work on. After finding basic facts or compiling known information I decided I wanted to resolve the lack of student voice. Secondly, I researched. I tried to figure out why we currently do not have a student government in place currently. Research: 1. Reasons we do not have a student government. - This was an incomplete attempt as no documentation exists as to why the former student council was removed from our school. 2. Declare intended outcome. - Deciding what I wanted to come of this project was key, as I need a motivation and something to strive for. 3. Who is in favor of our current policies? - Many teachers, some parents, and the majority of administrators are in favor of our current policies. 4. Who is against our current policies? - Mostly students, some parents, and some teachers who believe more in student freedom are against our current "total power" policies and would like to see change. 5. Who would be willing to advocate for and put a new plan into action? -Students would most certainly be willing to advocate for change in the way our school is run. 6. Advantages to current policy. - Administrators who have to enforce the rules have a say in what they are. 7. Advantages to Student Government policy. - Students who are told what to do constantly have a voice in the decision making in their favor. 8. Declare a message. - High school is a place to prepare young adults to engage in our democratic society. Quality education is about building character through cooperation and connection with other individuals; it is more than just sitting in a classroom. Including students in decisions affecting the school by hearing their perspectives will ensure willingness to comply with school routines. In this way, schools will guarantee efficient learning environments and build foundations for the future. 9. Write proposal for new policy. - Incomplete. 10. Decide methods of creating awareness/addressing the issue. -Letter to the Editor of Standard Times -T-Shirt Demonstration -Meet with Administrator -Flyers hung up 11. Execute methods of awareness.
 * 2) Strategies employed**

a) A discussion of your achievements and limitations - My acheivements for this project were slim other than doing the basic work required. Most of the methods of community involvement were simulated scenarios and were not actually put into effect. b) Suggestions for what could be done next These plans could actually be implemented by future students and taken to the next level of school involvement.
 * 3) Outcomes of the project**

i) what I learned about democracy from participating on this project I learned that in our democratic society there are still many beaurocratic governments in place not following the systems of our federal government. It is clear that many of them have power to govern educational institutions and are reluctant to give this up. ii) what I learned about myself from working on this project I learned that I don't involve with community democratic issues often and I have little energy or drive to do so. iii) what I learned about cooperating with others from working on this project As I did not work in a group, my cooperation with others was scarce. However, I learned about how to word conversation when speaking to administrators or forms of authority and expressing sincerity, if even false, is the way to persuade them.
 * 4) Reflections on the Project**

a) Each portfolio must include a minimum of one artifact from each of the following sub sections. You should include all artifacts that were actually created and you may also add ones which you did not use but could have used. i) Public Education (1) Leaflets, Flyers, Posters, - A flyer on colored 8.5"x11" paper with a heading "VOICE," below which will be the definition of the word voice: [n. (vois) the right to express an opinion or choice]. These should be posted around school, possibly with signs of other blunt comments about the same topic to provoke thought amongst students. ii) Direct Action (5) Nonviolent Civil Disobedience - Produce cheap t-shirts, black print on white shirt. They say "I have no voice," on the front, and are to be worn by a group of dedicated students who, when called on during class to answer questions or problems, will not respond, and boast the front of their t-shirt. iii) Citizen Lobbying (3) Persuading an Administrator - Meeting with an administrator: 1. Dress nicely, start by introducing yourself to the administrator. 2. Introduce concept and proposed layout/structure of a new student government. a. If administrator says, "Yes," to plan, ask when we can implement or meet again to discuss the specifics of the project. b. If administrator says, "I'm not sure if I agree yet," inform him there are quite a few students interested and feel it would bridge the gap between administrators and unsettled students. Ask what we can do to further his enthusiasm on the issue. c. If administrator says, "No," there are a couple of options. 1. Abandon the project, 2. Ask what his reservations are against the project, 3. Ask how they feel the current system represents the students, and whether or not it is beneficial to our education, 4. Ask whether or not we can meet again to discuss alternatives or other potential plans. 3. Thank the administrator for his input and tell him we appreciated this help with this issue. iv) The Media (1) Letter to the Editor
 * 5) Appendix: Ways of Acting**

To the Editor:

As a student at North Kingstown High School, I see and experience the unnecessary and overbearing rulings against students daily. Shortly after the introduction after our new "dirty dancing" policy, my civics class had the opportunity to meet with two members of our administration. One, an assistant principal, stated how the students were given an opportunity for input on the decision, but later contradicted himself by saying the decision was made for us. We need a student government to participate in these decisions in a democratic manner. The administration at our school needs to prepare us for society and include us in decisions affecting our everyday lives.

Benjamin Green