Review of “Leaving Nothing to Chance” by Karin Chenoweth

ED 209 – Article#1

February  1, 2011

Article “Leaving Nothing to Chance” by Karin Chenoweth discusses different approaches, taken by high-performing high-poverty and high-minority schools across the United States to enhance students’ education experience. The writer’s research focuses on, for the most part, regular neighborhood schools, where their students are particularly vulnerable to improper, in adequate instructions. As the result of extensive interviews with different principals, Karin Chenoweth shares with readers the five insights which make these schools highly successful. Out of these approaches, I strongly agree with the principals’ initiative to establish collaborated effort among all school members for a better learning environment, along with their attempt to build a respectful mutual relationship between teachers and students.

First and foremost, team work among all the school’s employees, including admiration staff members, teachers, principal… is strongly emphasized as a crucial approach for students’ better academic result. Quoted directly from the lieutenant governor of South Carolina, he commented “You show me the school that has the highest free and reduced [-price] lunch, and I’ll show you the worst test score”. Rather than solely focus on the academic aspect of the education experience, principals of these successful schools come to acknowledge the importance of providing students the most conducive learning environment possible. Complicated admission procedure, reluctant and unwelcoming academic advisor, limited library collection, low quality and unhealthy food supply – these seemingly unimportant factors indeed defeat the whole purpose of a well-rounded education, which can only be achieved with the collaborative effort from every single member of the school. Other than time in class with teachers, students also spend a remarkable amount of time interacting, receiving instructions, learning several skills from the staffs. Other than learning their theory in class, students should also learn to take care of their health, observe their behavior, and practice proper social skills – which will benefit them to a large extent in the long run. Thus by recruiting highly efficient and responsible workers in the team, the principals allow students to be in the most conducive environment possible.

On another hand, principals’ initiative to establish a respectful environment at school is highly applaudable. The quote by Principal Deb Gustafson: “It’s grown-up, not students, who are responsible for setting the tone of schools” is indeed inspiring as it reminds teachers of the fundamental way children learn – through imitation. No child knows how to be disrespectful since birth. Students’ behaviors are the collective imitation of their environment. Thus, if a child can learn how to swear, how to roll their eyes and ignore instructions, he/she can also learn how to talk in appropriate manners, to express their opposing view respectfully and accept education. Teachers, staffs, the adults must lead by example in order to gain students’ acceptance. Among the adults, teachers and principals also have to practice their teaching. For instance, principal, despite his/her preference, should still respect teachers’ individual teaching methods. They must have that trust in their staffs that they are doing the best they can to benefit the students. If such practice is well observed, students will quickly follow and act accordingly. In addition to what is already stated in the article, in my opinion, students should learn to respect themselves in order to be well prepared for the real unprotected world outside of school. A student who values himself/herself will be able to respect other as well – thus instead of going head to head in argument, he/she are more likely to be open minded and are more willing to learn. This is a very important skill that would enable students to be successful in the future.

In conclusion, quoted from the article: “No one has the right to waste a day in the life if a child” – every moment of students’ childhood is precious because every single day is an opportunity for them to learn, to be better than who they were yesterday. Therefore, as teachers and leaders, we hold the responsibility to maximize their experience and prepare them the best we can before facing the real world outside.