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Adam Fletcher
Adam Fletcher
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Nothing Less Than Solidarity

"My friends, it is solidarity we want. We do not want to find fault with each other, but to solidify our forces and say to each other: We must be together; our masters are joined together and we must do the same thing." - Mother Jones


Young people face a unique situation. In their work at changing the world, children and youth are faced with the reality that their positions as young people are limited, at best, if only because of the expiration date set on every person as they become an adult. Losing our identities as "kids," many of us quickly try to swing over being a "youth" and immediately begin trying to act like "adults." Fortunately though, there are a growing number of young people who are capable and desiring of being youth, and while they are they fight for change.



These are the young people who must stand together in solidarity. Adult allies of children and youth must stand with them, as well, and support their efforts to find cohesion and unity throughout our communities. This may mean providing transportation or money; buying supplies or food; finding space or making time; but this is what being an adult ally to young people is about.



Solidarity can allow any community to build its strength, and this must be taken to heart in any campaign for justice that actively engages youth. Only then can we move forward - together.
This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 24, 2010 | 7:08 AM Comments  0 comments

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A Case Study in Overcoming Barriers to Meaningful Student Involvement

In the following case study we learn about cultural and structural barriers to meaningful student involvement. Read it and figure out what you'd do!
Teachers in a middle school decided to invite a to student join a committee, a first for their school district. During a seventh grade Advisory period, one teacher invited a student to volunteer to participate in a meeting that evening. At the meeting, there were 6 teachers, and the one student who missed her Junior Honor Society meeting in order to attend. After sitting through three meetings without speaking, the student stopped attending. Afterwards, the teachers swore off inviting "any more kids" because "they don't add anything" to the meeting.



Structural Barriers



  • Teacher preparation courses and professional development training does not prepare or reinforce teachers' ability to meaningfully involve students.

  • Meaningful student involvement be limited to one school or to middle and/or high schools, or foisted on the shoulders of a small number of teachers.

  • Student involvement was an afterthought to committee planning, occurring only the day of the meeting, rather than as a course of action with framing and reflecting activities.

  • The meeting was not announced in enough time to allow student participants to prepare.

  • The committee meeting time conflicted with previously planned student activities, limiting the participation of more students.

  • The student was not told about expectations for their involvement.

  • The student did not receive training on committee participation or the issues addressed by the committee.

  • There was inequitable representation between the student and the teachers.

  • The student had no structured reflection focused on her experience of being involved in the committee.

Cultural Barriers



  • While the teachers recognized the inherent benefit of meaningful student involvement, their were armed with good intentions, not experience-driven practice.

  • Teacher didn't have knowledge of or access to materials to help them develop their committee.

  • The nature of the activity had limited appeal to diverse students, particularly non-involved students.

  • Committee participation was seen as separate and unrelated from classroom lessons, despite the opportunities for applied learning in communication, leadership, and social awareness.

  • Committee participation was seen as separate and unrelated from Junior Honor Society activities, despite the connections between serving on the committee and community service.

  • The teachers made no overt concessions designed to engage the student in the meeting, instead relying on her to answer the question, "What do you think?" in the same way another teacher would.

  • Lacking opportunities to reflect on her involvement, the student complained to other students about the experience, further disinteresting other students from becoming involved.

  • The teachers' perceptions of the student and her involvement will further alienate student voice.

How would you address these barriers? Following are some of the ways I would recommend.



Begin by developing a district or school-wide strategy for meaningful student involvement, including professional development, policies encouraging and sustaining student voice, and integrated approaches to developing, sustaining, and strengthening the impact of meaningful student involvement. Steps in this particular scenario may include...


  • Individual teacher advocate learning about student voice and meaningful student involvement.

  • Teacher advocate training peer teachers and intentionally selected nontraditional and traditional student leaders about student voice and meaningful student involvement.

  • Students learning about issues in education by incorporating their reflections on school in a constructivist learning experience centering on the committee's work.

  • Teachers and students committing to participating as equals on committee.

  • Facilitation of development and reflection activities focusing on student voice are provided throughout committee activities.

  • Final committee activity is focused on critical reflection and celebration of accomplishments, including meaningful student involvement.



This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 20, 2010 | 1:08 AM Comments  0 comments

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Back to School: Students Making Systemic Decisions

In 2000, Hans Bernard, a former student member of the Alaska State School Board wrote a booklet called The Power of an Untapped Resource: Exploring Youth Representation on Your Board or Committee for the Alaska Association of School Boards. Following are two lessons he learned, among dozens detailed throughout the publication:



  • Assess your readiness: Boards tend to work effectively with students if, prior to including students members, they have the following qualities:

  • Schedule flexible meeting times that accommodate school schedules.

  • Reframe their culture from doing things to and for students to working with students.

  • Give up some time related efficiency while new members are becoming comfortable with the culture of the board and the use of Robert’s Rules of Order.

  • Make some adjustment to the way the board supports its members, i.e. paying young people in advance for their expenses, and/or explaining the student’s role to their parents.

  • Consider legal issues: If your board deals with liability issues, confidentiality, conflict of interest hearings, employee contracts, and/or student discipline issues, it is a good idea for you to have a conversation with a lawyer to determine the appropriate level of student involvement in these sensitive matters.

This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 17, 2010 | 10:08 AM Comments  0 comments

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Back to School: Students Evaluating Learning

These strategies were adapted from a tool devised by a program in Alberta, Canada, that works with more than 500 schools to provide assessment tools to teachers. They focus on engaging students as learning evaluators, and can be useful in many different education settings.



  • Have students create criteria for classroom success. Students can help determine criteria for success and design rubrics that reflect those expectations. They can use student-friendly language and share examples that reflect their understanding to their peers. They can also devise criteria for lesson plans and assess teacher performance.

  • Constantly initiate student-teacher communication. Communication between teachers and students can be used to provide continual feedback to students and teachers. Open, honest discussions between students and teachers can foster continuous self-assessment and feedback between students and teachers, administrators, and school staff.

  • Facilitate school-wide reflection and goal-setting. Students can reflect on their school’s progress in education reform, on learning environments, what comes next or changing goals. They can create self, peer, teacher, class, and school assessments to evaluate performance and then suggest what works, what doesn’t and what’s missing. Students can also connect classroom evaluations to school reform efforts in their school, district, state, or nation.





Adapted from Hogg, R. (2001). How to Develop and Use Performance Assessments in the Classroom. Edmonton, AB: Alberta Assessment Consortium. Learn more by visiting SoundOut's Students as Learning Evaluators resource page.
This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 16, 2010 | 1:08 AM Comments  0 comments

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Back to School: Students Researching Education

Dr. Michael Fielding is a researcher in the United Kingdom who has studied more than 100 schools that engage students as researchers. In a study led by Dr. Fielding, researchers found the following stages exist in most projects that engage students as school researchers:



  1. Involving students – How do students come to be involved in the project? Do teachers select them, is it a class project, or do they volunteer? What age ranges should there be? How many people should be involved?

  2. Choosing and focusing topics to research – What are the areas of interest and concern to students? Where is there a real chance of change? Is there a culture of silence in the school that results in students censoring themselves about important issues? What are the boundaries of the topics?

  3. Establishing staff roles – What are the roles of the adults involved in this project? Are they different from their normal school roles? How? Are both students and adults clear on their roles? Does the research reflect “student voice” or “teacher voice”?

  4. Matching enquiry strategies to the topic – How can student-led research fill in gaps that professional research cannot? Are there ways to study students other than interviews? What would be the most effective approach?

  5. Setting a timeline and distributing tasks – What is the end date to the project? What is the final product from the research? Are there individual roles for students, opportunities for teachers to support students, and opportunities to get knowledge from students who are experienced in research tasks?

  6. Analyzing the data and writing it up – What information was gathered? How was it obtained? How did the plan go, and were there any hitches? What are the numbers involved and themes along the way?

  7. Share the findings – How can students in the school learn about the findings, and why they matter? What about teachers and other adults?

  8. Celebrating the project – Are students recognized for what they have achieved? Are there individual letters to students, or public “thank yous”? Do students receive class credit for their work?

  9. Responding to the findings – Are the findings “doable”? Is it the actual outcomes of the project that matter, or the process that led to them? What are students’ expectations of the impact of the actual report? What responses do they want to see? What adults are committed to seeing the findings through to implementation?



Adapted from Fielding, M. and Bragg, S. (2003) Students as Researchers: Making a Difference. London: Pearson. Want to learn more? Visit the SoundOut Students as Education Researchers resource page.
This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 16, 2010 | 1:08 AM Comments  0 comments

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Freedom's Plow by Langston Hughes

Freedom's Plow

When a man starts out with nothing,

When a man starts out with his hands

Empty, but clean,

When a man starts to build a world,

He starts first with himself

And the faith that is in his heart-

The strength there,

The will there to build.



First in the heart is the dream-

Then the mind starts seeking a way.

His eyes look out on the world,

On the great wooded world,

On the rich soil of the world,

On the rivers of the world.



The eyes see there materials for building,

See the difficulties, too, and the obstacles.

The mind seeks a way to overcome these obstacles.

The hand seeks tools to cut the wood,

To till the soil, and harness the power of the waters.

Then the hand seeks other hands to help,

A community of hands to help-

Thus the dream becomes not one man’s dream alone,

But a community dream.

Not my dream alone, but our dream.

Not my world alone,

But your world and my world,

Belonging to all the hands who build.



A long time ago, but not too long ago,

Ships came from across the sea

Bringing the Pilgrims and prayer-makers,

Adventurers and booty seekers,

Free men and indentured servants,

Slave men and slave masters, all new-

To a new world, America!



With billowing sails the galleons came

Bringing men and dreams, women and dreams.

In little bands together,

Heart reaching out to heart,

Hand reaching out to hand,

They began to build our land.

Some were free hands

Seeking a greater freedom,

Some were indentured hands

Hoping to find their freedom,

Some were slave hands

Guarding in their hearts the seed of freedom,

But the word was there always:

Freedom.



Down into the earth went the plow

In the free hands and the slave hands,

In indentured hands and adventurous hands,

Turning the rich soil went the plow in many hands

That planted and harvested the food that fed

And the cotton that clothed America.

Clang against the trees went the ax into many hands

That hewed and shaped the rooftops of America.

Splash into the rivers and the seas went the boat-hulls

That moved and transported America.

Crack went the whips that drove the horses

Across the plains of America.

Free hands and slave hands,

Indentured hands, adventurous hands,

White hands and black hands

Held the plow handles,

Ax handles, hammer handles,

Launched the boats and whipped the horses

That fed and housed and moved America.

Thus together through labor,

All these hands made America.



Labor! Out of labor came villages

And the towns that grew cities.

Labor! Out of labor came the rowboats

And the sailboats and the steamboats,

Came the wagons, and the coaches,

Covered wagons, stage coaches,

Out of labor came the factories,

Came the foundries, came the railroads.

Came the marts and markets, shops and stores,

Came the mighty products moulded, manufactured,

Sold in shops, piled in warehouses,

Shipped the wide world over:

Out of labor-white hands and black hands-

Came the dream, the strength, the will,

And the way to build America.

Now it is Me here, and You there.

Now it’s Manhattan, Chicago,

Seattle, New Orleans,

Boston and El Paso-

Now it’s the U.S.A.



A long time ago, but not too long ago, a man said:

ALL MEN ARE CREATED EQUAL--

ENDOWED BY THEIR CREATOR

WITH CERTAIN UNALIENABLE RIGHTS--

AMONG THESE LIFE, LIBERTY

AND THE PURSUIT OF HAPPINESS.

His name was Jefferson. There were slaves then,

But in their hearts the slaves believed him, too,

And silently too for granted

That what he said was also meant for them.

It was a long time ago,

But not so long ago at that, Lincoln said:

NO MAN IS GOOD ENOUGH

TO GOVERN ANOTHER MAN

WITHOUT THAT OTHER’S CONSENT.

There were slaves then, too,

But in their hearts the slaves knew

What he said must be meant for every human being-

Else it had no meaning for anyone.

Then a man said:

BETTER TO DIE FREE

THAN TO LIVE SLAVES

He was a colored man who had been a slave

But had run away to freedom.

And the slaves knew

What Frederick Douglass said was true.



With John Brown at Harper’s Ferry, Negroes died.

John Brown was hung.

Before the Civil War, days were dark,

And nobody knew for sure

When freedom would triumph

"Or if it would," thought some.

But others new it had to triumph.

In those dark days of slavery,

Guarding in their hearts the seed of freedom,

The slaves made up a song:

Keep Your Hand On The Plow! Hold On!

That song meant just what it said: Hold On!

Freedom will come!

Keep Your Hand On The Plow! Hold On!

Out of war it came, bloody and terrible!

But it came!

Some there were, as always,

Who doubted that the war would end right,

That the slaves would be free,

Or that the union would stand,

But now we know how it all came out.

Out of the darkest days for people and a nation,

We know now how it came out.

There was light when the battle clouds rolled away.

There was a great wooded land,

And men united as a nation.



America is a dream.

The poet says it was promises.

The people say it is promises-that will come true.

The people do not always say things out loud,

Nor write them down on paper.

The people often hold

Great thoughts in their deepest hearts

And sometimes only blunderingly express them,

Haltingly and stumblingly say them,

And faultily put them into practice.

The people do not always understand each other.

But there is, somewhere there,

Always the trying to understand,

And the trying to say,

"You are a man. Together we are building our land."



America!

Land created in common,

Dream nourished in common,

Keep your hand on the plow! Hold on!

If the house is not yet finished,

Don’t be discouraged, builder!

If the fight is not yet won,

Don’t be weary, soldier!

The plan and the pattern is here,

Woven from the beginning

Into the warp and woof of America:

ALL MEN ARE CREATED EQUAL.

NO MAN IS GOOD ENOUGH

TO GOVERN ANOTHER MAN

WITHOUT HIS CONSENT.

BETTER DIE FREE,

THAN TO LIVE SLAVES.

Who said those things? Americans!

Who owns those words? America!

Who is America? You, me!

We are America!

To the enemy who would conquer us from without,

We say, NO!

To the enemy who would divide

And conquer us from within,

We say, NO!

FREEDOM!

BROTHERHOOD!

DEMOCRACY!

To all the enemies of these great words:

We say, NO!



A long time ago,

An enslaved people heading toward freedom

Made up a song:

Keep Your Hand On The Plow! Hold On!

The plow plowed a new furrow

Across the field of history.

Into that furrow the freedom seed was dropped.

From that seed a tree grew, is growing, will ever grow.

That tree is for everybody,

For all America, for all the world.

May its branches spread and shelter grow

Until all races and all peoples know its shade.

KEEP YOUR HAND ON THE PLOW! HOLD ON!



- Langston Hughes
This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 13, 2010 | 11:08 AM Comments  0 comments

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Back to School: Students Planning Classes

After studying student-led planning for several years, professor Marsha Grace wrote an article for theASCD magazine. The article included these important lessons:



  • Garner support and start small. Teachers who use their students as curricular informants must have the support of administrators and parents.

  • Give up the guides and get ready to model. Teachers must be willing to teach without the aid– and the restriction– of curriculum guides, and be ready to meet mandates through creativity and responsiveness.

  • Develop assessment tools. Assessments must be accomplished through students' performances, demonstrations, experiences, explanations, writing, portfolios, and self-evaluations.

  • Be a learner. This kind of curriculum requires everyone in the classroom to be a learner. Be willing to learn about subjects that interest the students.

  • Gather data weekly. No more than once a week, thoroughly document what is working and what could be improved. Let [students] explain what worked or didn’t work for them.



Want more info about engaging students as education planners? Check out the SoundOut Students as Education Planners resource page.
This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 10, 2010 | 12:08 PM Comments  0 comments

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August 2010 Newsletter

Hello Friends of CommonAction!



This is a test to see if you like the idea of me putting out a monthly newsletter for CommonAction Consulting. It's going to be a monthly summary of work that's going on, including stuff for Freechild and SoundOut. If you like it, subscribe at www.commonaction.com!



About CommonAction


CommonAction Consulting is based in the combined 15+ years experience of The Freechild Project, connecting young people and social change around the world, and SoundOut, promoting student voice in schools. Today we provide a variety of consulting, training, public speaking, and writing services to support young engagement throughout society. 


Led by Adam Fletcher, CommonAction has a bevy of consultants who support our projects, including Teddy Wright, who specializes in youth violence issues, Brittany Couch, who is focused on systems and cultural change, and Mike Beebe, whose experience is in national service and community organizing. Each of us brings a commitment to youth involvement and changing the roles of young people throughout society, and can provide a great deal of expertise to support your organization or community. 


Current Activities


In the last quarter, CommonAction has provided a variety of support to organizations in the United States and Canada. Following is a summary:




  • Alberta Ministry of Education Student Engagement Initiative - We are providing strategic planning services to Ministry staff as they re-consider their Speak Out! Initiative. A training session in late July has lead to an invitation to present to Ministry leadership in October as they consider focusing on student engagement in the province's forthcoming education legislation.

  • American Institutes of Research Technical Assistance Partnership - CommonAction staff continue to provide technical support and writing services to the TAP youth involvement initiative. This project will lead to the development of materials to support youth involvement in Systems of Care. 

  • National PTA Policy Team - After piloting our curriculum focused on training students as policy advocates in March 2010, we completed a training kit for National PTA in July.

  • TeamChild - This Seattle-based community organization brought CommonAction staff in to provide training for their staff focused on operating a youth forum in fall 2010.

For the rest of this summer CommonAction Consulting is continuing to support work by our allies at the Institute for Democratic Education in America, Action For Healthy Kids, and the Santa Barbara Service Learning Initiative. We have other work coming up, as well, and would love to connect with YOU! For more information about what CommonAction can do for you, contact Adam Fletcher today:


Adam Fletcher
(360) 489-9680


Have a great day, and remember: Common challenges and common dreams require COMMONACTION!


Welcome our latest members

TristanNeilDanielle CassettaLeylaPSKPI

Tristan, Neil, Danielle Cassetta, Leyla, and PSKPI



Check out my books on Goodreads: http://www.goodreads.com/profile/commonaction
This is the CommonAction Consulting blog originally posted at YoungerWorld.org.



August 5, 2010 | 7:08 AM Comments  0 comments

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