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The Students are Watching

The Students are Watching

Schools and the Moral Contract
by Nancy Faust Sizer 1999 160 pages
3.53
100+ ratings
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Key Takeaways

1. Schools and educators powerfully model values for students

Our whole life is startlingly moral. There is never an instant's truce between virtue and vice.

Schools shape character. The routines, rituals, and interactions within schools implicitly teach students about values and ethics. How educators behave, make decisions, and treat students serves as a powerful model that young people observe and internalize. This "hidden curriculum" often has a more lasting impact than formal lessons.

Consistency is key. Students are keenly attuned to hypocrisy and inconsistency between what adults say and do. Schools must strive to align their stated values with their actual practices. This includes how discipline is handled, how resources are allocated, and how different students are treated.

Moral education is embedded. Rather than being a separate subject, moral education permeates all aspects of schooling. The way history is taught, how science experiments are conducted, and even how sports are played all convey messages about ethics, fairness, and citizenship.

2. Grappling with complex ideas is essential for moral development

Grappling is necessarily a balancing act. One is trying to do what one has never done before and learning more about what one wants to do.

Intellectual struggle builds character. When students wrestle with difficult concepts, conflicting viewpoints, and ambiguous situations, they develop critical thinking skills and moral reasoning abilities. This process of grappling helps them form their own ethical frameworks.

Discomfort leads to growth. Educators should create opportunities for students to engage with challenging material that may make them uncomfortable. This includes:

  • Analyzing controversial historical events
  • Debating ethical dilemmas in literature
  • Considering multiple perspectives on social issues

Guidance is crucial. While students need space to grapple independently, skilled educators play a vital role in:

  • Framing questions productively
  • Providing context and background information
  • Encouraging respectful dialogue and debate
  • Helping students reflect on their evolving views

3. Bluffing and corner-cutting undermine educational integrity

Bluffing is thus not always an offensive act. Sometimes one pretends in order to make others feel better.

Pressure breeds dishonesty. When schools prioritize grades, test scores, and appearances over genuine learning, it creates incentives for students and educators to engage in various forms of bluffing and corner-cutting. This can include:

  • Students plagiarizing or cheating on assignments
  • Teachers inflating grades or "teaching to the test"
  • Administrators manipulating data or policies to boost rankings

Systemic issues. Bluffing often stems from unrealistic expectations, excessive workloads, and a lack of individualized support. Addressing these root causes is essential for promoting academic integrity.

Nuanced responses needed. While some forms of bluffing are clearly unethical, others exist in a gray area of social niceties or coping mechanisms. Educators must use judgment in distinguishing between:

  • Malicious deception
  • Well-intentioned white lies
  • Attempts to save face or avoid conflict

4. Sorting students requires careful consideration and flexibility

Sorting is a fact of life, and not necessarily a bad one. A sorting system which is flexible and reasonably respectful of people's wishes is essential.

Balancing act. Schools must navigate the tension between providing equal opportunities and recognizing individual differences. This involves:

  • Offering diverse educational pathways
  • Providing appropriate challenges for all students
  • Avoiding rigid tracking that limits future options

Unintended consequences. Well-intentioned sorting practices can reinforce existing inequalities based on race, class, or other factors. Schools must critically examine their sorting mechanisms for hidden biases.

Flexibility is key. Students' abilities, interests, and needs change over time. Sorting systems should allow for:

  • Regular reassessment and adjustment
  • Movement between different tracks or programs
  • Opportunities to explore diverse subjects and skills

5. "Shoving" behaviors require nuanced understanding and response

To shove is to push, to jostle. Shoving is a form of trespassing, going where you are not invited, crossing what are supposed to be boundaries, upsetting other people or things, showing that you are Big.

Physical and social dimensions. "Shoving" encompasses a range of behaviors that violate personal boundaries or social norms. This can include:

  • Literal physical pushing or roughhousing
  • Verbal teasing or put-downs
  • Invasions of privacy or personal space
  • Challenging authority or social conventions

Cultural context matters. What constitutes "shoving" varies across cultures, social groups, and individuals. Educators must be sensitive to these differences while still maintaining clear boundaries for respectful behavior.

Constructive "shoving". Some forms of boundary-pushing can be positive, such as:

  • Challenging unjust rules or practices
  • Questioning received wisdom
  • Advocating for social change
    Educators should help students distinguish between destructive and constructive forms of "shoving" and develop skills for respectful dissent.

6. Fear can both motivate and paralyze students' learning

"Fearing" does—that is, fearing of the right kind, fearing what is new, fearing that one may not succeed, fearing the public humiliation if one fails. Fearing and having high hopes for oneself are two sides of the same coin.

Double-edged sword. A degree of fear or anxiety can motivate students to work hard and take their studies seriously. However, excessive fear can lead to:

  • Paralyzing test anxiety
  • Avoidance of challenging material
  • Cheating or other unethical behaviors

Individual differences. Students vary greatly in their tolerance for stress and their response to different types of pressure. Effective educators tailor their approach to each student's needs.

Building resilience. Rather than eliminating all sources of fear, schools should help students develop:

  • Coping strategies for managing anxiety
  • Growth mindsets that view challenges as opportunities
  • Self-confidence based on genuine accomplishments
  • Support networks of peers and mentors

7. Thoughtful, principled education creates engaged citizens

The only device, fragile though it may be, is to trust our minds, our habit of using them well and our emotional sturdiness. What we need to know may change, but we can insist that we will adapt thoughtfully and well and act accordingly.

Beyond rote learning. True education goes beyond memorizing facts to develop:

  • Critical thinking skills
  • Ethical reasoning abilities
  • Habits of lifelong learning
  • Civic engagement and responsibility

Balancing continuity and change. While certain core knowledge and values remain important, education must also prepare students for a rapidly changing world. This involves:

  • Teaching adaptability and problem-solving
  • Encouraging creativity and innovation
  • Fostering global awareness and cultural competence

Personal and societal impact. Thoughtful education benefits both individuals and society by:

  • Empowering students to reach their full potential
  • Creating informed and active citizens
  • Promoting social cohesion and democratic values
  • Driving economic and technological progress

Last updated:

FAQ

What’s "The Students Are Watching: Schools and the Moral Contract" by Nancy Faust Sizer and Theodore R. Sizer about?

  • Focus on Moral Education: The book explores how schools, through their routines, structures, and adult behaviors, teach students about morality—often more through example than explicit instruction.
  • Verbs Over Nouns: Sizer and Sizer argue that moral education is best understood as a set of actions (verbs like modeling, grappling, bluffing, sorting, shoving, fearing) rather than static virtues (nouns).
  • Institutional and Individual Influence: The authors emphasize that both individual teachers and the design of school institutions play crucial roles in shaping students’ moral development.
  • Real-Life Stories: The book uses fictionalized but realistic stories drawn from decades of educational experience to illustrate how students learn from what adults do, not just what they say.

Why should I read "The Students Are Watching" by Nancy Faust Sizer and Theodore R. Sizer?

  • Insight into School Culture: The book provides a nuanced look at how the hidden curriculum of schools shapes students’ values and character.
  • Practical Guidance: Educators, parents, and policymakers can find actionable advice on fostering environments that support moral growth.
  • Challenges Assumptions: It questions common practices in education, such as overemphasis on rules, grades, and standardization, and suggests more thoughtful alternatives.
  • Relevance Beyond Schools: The lessons about modeling, honesty, and community apply to any setting where adults influence young people.

What are the key takeaways from "The Students Are Watching"?

  • Students Learn by Watching: Young people are constantly observing adults and institutions, learning more from actions than words.
  • Moral Education is Active: Moral development is a process involving action, reflection, and engagement, not just memorizing virtues.
  • School Design Matters: The structure and routines of schools teach as much as the formal curriculum; impersonal or inconsistent environments undermine moral growth.
  • Importance of Relationships: Knowing students well and building trust are essential for effective moral and academic education.

How do Sizer and Sizer define the "moral contract" in schools?

  • Mutual Responsibility: The moral contract is an implicit agreement that schools and teachers will help students become thoughtful, principled citizens.
  • Beyond Academics: It encompasses not just academic learning but also the development of character, judgment, and agency.
  • Institutional Obligation: Schools must create environments that respect and believe in students, supporting both their intellectual and moral growth.
  • Modeling and Consistency: Adults are expected to model the behaviors and values they wish to see, avoiding hypocrisy and sustained inconsistency.

What are the six key concepts (verbs) explored in "The Students Are Watching" and what do they mean?

  • Modeling: Adults and institutions demonstrate values through their actions, setting examples for students to follow.
  • Grappling: Encouraging students to engage deeply with complex, often ambiguous moral and intellectual questions.
  • Bluffing: The prevalence and consequences of pretending or cutting corners, both by students and teachers, and its impact on honesty.
  • Sorting: The ways schools categorize and rank students, and the moral implications of tracking, awards, and social groupings.
  • Shoving: Examining boundaries, respect, and the line between assertiveness and aggression in school interactions.
  • Fearing: The role of anxiety, threat, and expectation in motivating students, and the fine balance between productive and paralyzing fear.

How does "The Students Are Watching" by Nancy Faust Sizer and Theodore R. Sizer suggest schools should approach moral education?

  • Integrate Morality into Daily Life: Moral education should be woven into the routines, relationships, and curriculum, not treated as a separate subject.
  • Encourage Reflection and Dialogue: Schools should foster environments where students and adults regularly discuss and reflect on moral issues.
  • Focus on Process, Not Just Outcomes: Emphasize the journey of moral development—questioning, struggling, and learning from mistakes.
  • Avoid Hypocrisy: Adults must strive for consistency between what they preach and what they practice, as students are quick to notice discrepancies.

What is the significance of "modeling" in "The Students Are Watching"?

  • Central to Moral Learning: Modeling is presented as the most powerful way students learn values—by observing adults’ responses to dilemmas and daily challenges.
  • Institutional Modeling: Not just individuals, but the school as a whole models values through its policies, priorities, and culture.
  • Positive and Negative Examples: Both good and bad behaviors by adults are instructive; hypocrisy is especially damaging.
  • Requires Self-Awareness: Teachers and administrators must be conscious of the messages their actions send, intentionally or not.

How does "The Students Are Watching" address the issue of "bluffing" in schools?

  • Widespread Practice: Bluffing—pretending to know or do more than one has—is common among both students and teachers, often due to overload or unclear expectations.
  • Systemic Problem: The book argues that bluffing is not just an individual failing but a result of institutional pressures, such as excessive workloads and lack of time for reflection.
  • Moral Consequences: Regular bluffing undermines honesty and the integrity of the educational process, teaching students that superficiality is acceptable.
  • Solutions: Schools should set realistic expectations, ensure students and teachers are known well, and design assessments that value genuine understanding over appearance.

What does "The Students Are Watching" say about "sorting" and its impact on students?

  • Inevitable but Problematic: Sorting—through tracking, awards, and social groupings—is a natural part of school life but can reinforce inequality and limit opportunities.
  • Need for Thoughtful Sorting: The authors advocate for flexible, individualized approaches that challenge each student appropriately, rather than rigid tracks.
  • Transparency and Fairness: Schools should be open about their sorting criteria and ensure they are just and supportive of all students.
  • Social and Academic Implications: Sorting affects students’ sense of belonging, self-worth, and future prospects, making it a deeply moral issue.

How does "The Students Are Watching" by Nancy Faust Sizer and Theodore R. Sizer recommend handling "shoving" and boundaries in schools?

  • Recognize Complexity: "Shoving" includes both physical and social boundary-crossing, from horseplay to rudeness to intellectual challenge.
  • Context Matters: The meaning and acceptability of shoving depend on intent, cultural norms, and the relationships involved.
  • Encourage Constructive Challenge: Schools should teach students to question and push boundaries thoughtfully and respectfully, as part of intellectual and moral growth.
  • Address Harmful Behavior: Clear discussions and agreed-upon norms are needed to distinguish between healthy assertiveness and harmful aggression or disrespect.

What role does "fearing" play in the moral development of students, according to "The Students Are Watching"?

  • Double-Edged Tool: Fear can motivate students to work and grow, but excessive or misapplied fear leads to anxiety and disengagement.
  • Unanxious Expectation: The ideal is to set high expectations without creating paralyzing anxiety, balancing challenge with support.
  • Individual Differences: Teachers must know students well to apply the right amount of pressure or encouragement for each individual.
  • Institutional Support: Schools should be structured to allow for flexibility and personal relationships, enabling teachers to respond to students’ needs effectively.

What are the best quotes from "The Students Are Watching" and what do they mean?

  • "Our whole life is startlingly moral. There is never an instant’s truce between virtue and vice." — Henry David Thoreau. This quote underscores the book’s central theme: moral choices are constant and ever-present in daily life.
  • "They watch us all the time. The students, that is. They listen to us, sometimes." This highlights the importance of adult modeling and the subtle ways students learn from adult behavior.
  • "The routines and rituals of a school teach, and teach especially about matters of character." The book argues that the hidden curriculum—how things are done—is as important as what is formally taught.
  • "Judge the school not on what it says but on how it keeps." This calls for evaluating schools by their lived values and daily practices, not just their stated missions or rules.
  • "The students watch us, all the time. We must honestly ponder what they see, and what we want them to learn from it." The closing message: adults must reflect on the example they set, as students’ moral education depends on it.

Review Summary

3.53 out of 5
Average of 100+ ratings from Goodreads and Amazon.

The Students are Watching receives mixed reviews, with an average rating of 3.55/5. Readers appreciate its insights on school culture, moral education, and the impact of educators' behavior on students. Many find it thought-provoking and valuable for teachers, highlighting the importance of relationships and student engagement. However, some critics find it obvious, dry, or too focused on high school. The book's emphasis on modeling good citizenship and creating a positive school environment resonates with many educators, despite its occasionally repetitive or bland content.

Your rating:
4.14
33 ratings

About the Author

Theodore R. Sizer was a prominent figure in education reform. He earned degrees from Yale and Harvard, served as Dean at Harvard's Graduate School of Education, and was headmaster at Phillips Academy. Sizer authored the well-received "Horace" trilogy on American high schools and initiated the Coalition of Essential Schools. His wife, Nancy Faust Sizer, was also an educator with over 30 years of experience in private and public schools, as well as teaching at Brown and Harvard Universities. Together, they wrote "The Students are Watching," drawing on their extensive experience to address school culture and moral education.

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