Stop the Blame Game

It’s a well-known fact that when something undesirable occurs, people often tend to assign blame to someone or something else. Indeed, this unfortunate tendency is particularly evident in the realm of education, where the education blame game often unfolds. For instance, parents may blame teachers and school administrators for poor academic outcomes or their children’s decision to drop out. Conversely, students might point fingers at parents, teachers, or administrators. This cycle of blame, namely the education blame game, as you can see, continues endlessly.

Education Blame Game: The Detrimental Impact of Blame

Indeed, Jenkins (2003) rightly asserts that “blaming fixes nothing, allows those in charge to escape responsibility, and perhaps worst of all, it stops the searching for underlying causes, meaning that what needs fixed remains broken, and badly needed progress is either slowed or stopped in its tracks” (p. xxvi). Consequently, this dynamic is precisely what makes the education blame game  so damaging. Therefore, there has seldom been a time in the history of education when effective leaders were so critically needed and in such high demand. Ultimately, school administrators, coordinators, teachers, and parents all share significant responsibility in the education of our youth.

Understanding the Education Blame Game Cycle: Case Studies

Let’s consider the following scenarios to further analyze this pervasive issue in educational settings:

Case 1: The Parent-Teacher Conference

Mother: “Hello Miss X!”

Miss X: “Welcome, how are you doing? Please have a seat, and let’s discuss your child’s case.”

Mother: “How is my child’s attitude in the classroom?”

Miss X: “Let me start by telling you that your son is very sweet and quiet.”

Mother: “That’s nice. Now, at what level is my child performing in the subject you teach? Could you please remind me what subject that is?”

Miss X: “…Physics! Your son rarely participates in class discussions. Furthermore, he usually doesn’t ask for clarification even when he doesn’t understand certain concepts. By the way, I was not pleased by his performance on the latest test. I think he showed you the test because I gave it to him…!”

Mother: (Interrupting the teacher) “No, he didn’t! Do you feel that you and my child are having trouble working well together? Do you often ask him to participate, or do you simply wait for him to volunteer? What have you done to help him?” Miss X: ………

In this specific case, both the mother and the teacher are clearly engaged in the blame game. To illustrate, the teacher failed to properly introduce herself to the mother. Furthermore, it appears the teacher did not actively try to engage the student in class. As a result, an effective teacher understands that “the students need to do 80% of the work in the classroom” (Nash, 2010, p. 8). Indeed, Bondy and Ross (2008) further affirm that well-designed lesson plans are insufficient if students are not engaged (p. 54). Therefore, rather than passively waiting and hoping for student participation, truly great teachers proactively work to understand the root causes of problems and diligently seek solutions, thereby avoiding the education blame game.

Education Blame Game: Continuous Evaluation and Accountability

Beyond that, student performance in class should be continuously evaluated. For example, if a student fails to study for a lesson, doesn’t complete homework, or is absent from school, the teacher should send a report to be signed by parents and returned. Furthermore, student tests should also be signed by parents. Of course, some educators might argue that a student could cheat and sign the test themselves. However, in such a scenario, it wouldn’t be the teacher’s direct responsibility. Ultimately, by implementing these measures, teachers can avoid unnecessary confrontations with parents and, in turn, build their self-esteem and confidence, effectively stepping away from the education blame game.

Case 2: Homework Concerns

Mother: “My daughter’s teacher does not give enough homework.”

Coordinator: “Well, we’ll check into this with the teacher.”

Here, the mother is directly blaming the teacher for not assigning sufficient homework. In a similar vein, the coordinator is also implicitly assigning blame to the teacher. Consequently, a critical question arises: Is the homework being assigned based on the students’ individual levels or the overall grade level? For instance, if the teacher is assigning homework according to the majority of the students’ levels, she might inadvertently be lowering expectations. On the other hand, if the teacher is confident that the assigned homework aligns with the grade level, she will gain strength and authority in her dealings with both parents and administrators. Ultimately, it’s worth noting that it is the coordinator’s responsibility to set the curriculum design, and this situation highlights another facet of the education blame game .

Case 3: Loss of Temper in the Classroom

Consider a situation where a teacher loses her temper, shouts at, and slaps a student while kicking him out of the class.

Clearly, in this unfortunate situation, the teacher has absolutely no excuse for losing her temper. In my view, she bears full responsibility for her actions. While it’s true that some might argue certain students can provoke a teacher to behave this way, the teacher is not responsible for the student’s misbehavior. However, she is responsible for her own reactions, especially considering that she serves as a significant role model for students. Ultimately, this incident underscores why escaping the education blame game is crucial for all involved.

Cultivating a Controlled Classroom Environment

Indeed, great teachers dedicate the first week of the school year to effectively managing the classroom. In fact, they often refuse to distribute textbooks or other subject-area materials until they’re certain that students have learned and understood the classroom rules and regulations, as well as the consequences of misbehavior. As Nash (2010) states, “Great teachers understand that staying calm in face of adversity is a definite advantage for a teacher” (p. 12). Consequently, to prevent reaching a point of losing control, teachers should anticipate potential issues in their classes and plan in advance. Furthermore, they should also work to perfect procedures both individually and collectively when possible.

Effective Disciplinary Interventions

Interventions should be gradual, beginning with non-verbal cues, progressing to verbal warnings, then individual discussions, counselor referrals, and parent notifications. Expulsion for a short period should be the last and worst-case scenario. However, the most important rule is to never, under any circumstances, lose one’s temper. As Jones (2007) states, “Calm is strength. Upset is weakness…You will never be able to control a classroom until you are first in control of yourself” (p. 180).

The Circle of Influence

In conclusion, we all possess a wide range of concerns in our lives, often referred to as our “circle of concern.” Upon examining these concerns, we can identify things over which we have no real control and others that we can do something about. We can identify these actionable concerns by circumscribing them within a smaller “Circle of Influence.” As Covey (2004) suggests, “Let’s focus our energy and time on things we can influence” (p. 82). The nature of this focused energy is positive, enlarging, and magnifying, causing the Circle of Influence to expand. Furthermore, Covey (2004) emphasizes the importance of involving people in the problem, immersing them so that they “soak it in and feel it is their problem and they tend to become an important part of the solution” (p. 280).

References

• Bondy, E., & Ross, D.D. (2008, September/October). Teacher resiliency: A key to career longevity. The Clearing House, 75(4), 202-205.
• Covey, S. (2004). The 7 habits of highly effective people. New York: Free Press.
• Jenkins, L. (2003). Improving student learning: Applying Deming’s quality principles in classrooms (2nd ed.). Milwaukee, WI: American Society for Quality.
• Jones, F. (2007). Tools for teaching (2nd ed.). Santa Cruz, CA: Fredric H. Jones & Associates.
• Nash, R. (2010). The active mentor. California: Corwin A SAGE Company.
• Tracy, B. (2010). No excuses. N.Y.: Vanguard Press.