The Power of Voice in Schools // by Barb Aust and Wendy Vine

October 2003

October 2003 | Volume 7 | Number 2
Building Classroom Relationships

The Power of Voice in Schools

Bringing Democratic Ideals to Life

by Barb Aust and Wendy Vine

When adults in a school trust and value what students have to say, plenty is said. Students become willing to risk trying out new ideas and to share alternate points of view, and they revel in their individuality. Giving students voice means providing venues where students' opinions can actually have an impact on the school, making a real difference in how students grow and learn.

Schools that encourage students to help govern are democratic. Democracy is not only a topic that's covered in these schools—it's a way of life; students perform many of the roles they'll play as citizens in a democracy. In democratic schools, where shared power and shared decision making are the norm, you will find:

Underpinnings of respect. People learn respect by being treated with respect. When treated respectfully, learners remain open to learning and making mistakes. Where respect and challenge are coupled, people can be risk-takers and experiment with ideas and concepts, knowing that there is always another chance. This keeps the door open to life-long learning.
Opportunities for every voice to be heard. When people trust and value what others have to say, when they themselves are provided with the opportunity to be heard and acknowledged, ownership is created.
Opportunities to share responsibility in appropriate areas. At every turn, it is essential to find ways to share the responsibility—to build a community of learners in which each shares in the education of the other. When we share what we know and flatten the hierarchy so we are all learners and teachers, we provide fertile ground for people to share leadership roles in creative and innovative ways. Inviting everyone to the table increases ownership and investment.
Ample opportunity for choice. Opportunities for choice increase the feeling of personal control and ownership. Choice provides an invitation to join—something much more palatable than a directive. Schools, of course, have to follow some timetable in order to be efficient; however, within the structure, a variety of opportunities can be provided for choice.
Opportunities for facilitation skills to be learned and practiced. Although, as principals and teachers, we can't completely abdicate responsibility and authority, there are many ways in which we can share the power. Through facilitation and a flattened hierarchy, we ensure participation and share decision making. This can be learned and implemented at every level.
An atmosphere of non-judgment and neutrality. It takes courage and skill to allow what may be contentious issues to be put on the table. Yet, with practice in mediation skills and a resolve to assume a neutral attitude, the emotion in some issues can be neutralized, and difficult situations can be resolved. A place of neutrality leads to win-win solutions.

In the print version of Classroom Leadership (Vol. 7, No. 2), we discussed ways teachers could create more democratic classrooms. In this article, we'll share some suggestions for creating school structures that support democratic education.

Meaningful Meetings

Family or multi-aged group meetings and whole school meetings are the essence of the democratic schools we've been involved with. Meetings are designed to provide opportunities for participatory decision-making. To create family or multi-aged groups, the entire school population is essentially divided into groups. Some schools ensure that actual family members are all in the same group. Others base their groups on different criteria. The idea is to end up with class-sized, multi-aged groups throughout the school. Each teacher and administrator takes on a group and facilitates a circle discussion, similar to a class meeting. At these group meetings, staff, students, and parents raise issues that require discussion. Each person has an opportunity for his voice to be heard. The issues and suggestions are noted and volunteers bring the group's suggestions to the next whole school meeting.

Once a week, the entire school meets together for a time of celebration and connecting. Birthdays are acknowledged, special events described, new students introduced, departing students cheered on their way, and class work celebrated. Multi-age group volunteers then share suggestions for resolving any issues at hand. If there seems to be a general consensus about the issue and suggestions, there are easy agreements. Sometimes, however, further discussion is necessary and those meeting times are organized. This may seem to be a time-consuming and cumbersome process, but the experience gained and the degree of ownership of decisions by the students, staff, and parents makes a remarkable difference in how a school functions.

The “circle” model is the most effective for these discussions. Once an idea is presented, the discussion goes around the circle and every person has a chance to give voice to the topic. A pass is acceptable, but discussion continues until there is some sort of agreement—even if it's to agree to disagree on the issue. Again, this may take more time than many wish to spend but, in the end, it builds great trust. When all stakeholders have a voice in how things go in a school, they feel ownership and commitment and are willing to go the extra mile.

Reaching Out to Parents

Parents and the community are key partners in democratic schools. And we can't stress enough the need to keep parents and community members well informed. Send home weekly newsletters, leave voice-mail messages, and provide current information on the school Web site.

To allow for input, establish groups such as Parents' Advisory Councils. Classroom and individual meetings are just as important. When it's understood that issues can be brought safely to the table and will be dealt with neutrally and non-judgmentally, parents are comfortable being active members of their child's school.

Tapping Students' Leadership Skills

One of the best ways to share responsibility with students is to create a peer helper program, which can provide excellent opportunities for children to learn to listen to others, develop healthy relationships, invite others to participate in discussions, hone the ability to be flexible about their ideas and the ways things turn out, and take on voluntary responsibility for managing parts of their own school.

Peer helpers act as school leaders and take on tasks that support the entire school. Students involved in such a program have increased self-esteem and have a deeper personal commitment to their school.

A Culture of Dignity

If we believe that a key part of a school's mission is to teach children citizenship, we must give them opportunities to be active participants in a democracy. We must create schools in which shared power and shared decision making are the norm rather than the exception.

In such schools, there is a strong emphasis on building relationships. In these schools, educators believe it is their job to build healthy and supportive relationships, develop rapport, and engender respect and trust—in short, to create a culture of dignity. Dignity helps people find their voice and gives them the ownership and commitment needed for true democratic communities in our schools.

Read more in Classroom Leadership. Barb Aust and Wendy Vine share strategies for teachers to use in creating democratic classrooms.

Barb Aust (aust@saltspring.com), a former principal and teacher now working as a university instructor and consultant, and Wendy Vine, a teacher, have worked in schools operated by democratic ideals. Wendy and Barb were partner teachers for five years on Salt Spring Island, British Columbia, Canada.

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