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Teacher simulates an authoritarian dictatorship in her classroom, but the students crushed her

It went along with the students reading "1984."

via Fibonacci Blue/Flickr

Students at a protest.

Each year that I teach the book "1984," I turn my classroom into a totalitarian regime under the guise of the "common good." I run a simulation in which I become a dictator. I tell my students that in order to battle "Senioritis," the teachers and admin have adapted an evidence-based strategy, a strategy that has "been implemented in many schools throughout the country and has had immense success." I hang posters with motivational quotes and falsified statistics, and provide a false narrative for the problem that is "Senioritis."

"1984" is a book by George Orwell, written in 1949, about a fictional future where a totalitarian regime watches over everyone, rewrites history, and controls what people think. The film's protagonist, Winston Smith, quietly rebels against the regime in an attempt to regain hope, freedom, and truth. It has become essential reading for students worldwide as a blueprint for recognizing the tactics used by authoritarians.

I tell the students that in order to help them succeed, I must implement strict classroom rules. They must raise their hand before doing anything at all, even when asking another student for a pencil. They lose points each time they don't behave as expected. They gain points by reporting other students. If someone breaks the rule and I don't see it, it's the responsibility of the other students to let me know. Those students earn bonus points. I tell students that in order for this plan to work they must "trust the process and not question their teachers." This becomes a school-wide effort. The other teachers and admin join in.

senioritis, fascism, authoritarianism, danger sign, experaments, Senioritis is dangerous for everyone.Photo by Diana Leygerman used with permission

I've done this experiment numerous times, and each year I have similar results. This year, however, was different.

This year, a handful of students did fall in line as always. The majority of students, however, rebelled.

By day two of the simulation, the students were contacting members of administration, writing letters, and creating protest posters. They were organizing against me and against the admin. They were stomping the hallways, refusing to do as they were told.

The president of the Student Government Association, whom I don't even teach, wrote an email demanding an end to this "program." He wrote that this program is "simply fascism at its worst. Statements such as these are the base of a dictatorship rule, this school, as well as this country cannot and will not fall prey to these totalitarian behaviors."

I did everything in my power to fight their rebellion.

fascism, authoritarianism, danger sign, experaments, see something, say something, 1984If you see something, say something.Photo by Diana Leygerman used with permission

I "bribed" the president of the SGA. I "forced" him to publicly "resign." And, yet, the students did not back down. They fought even harder. They were more vigilant. They became more organized. They found a new leader. They were more than ready to fight. They knew they would win in numbers.

I ended the experiment two days earlier than I had planned because their rebellion was so strong and overwhelming. For the first time since I've done this experiment, the students "won."

What I learned is this: Teenagers will be the ones to save us.

1984, george orwell, 1984 mural, ice cream, barcelona, spain, literatureYoung folks enjoying some ice cream outside of a George Orwell mural. via Adam Jones/Wikimedia Commons

Just like Emma Gonzalez, the teen activist from Marjory Stoneman Douglas, my students did not back down nor conform. They fought for their rights. They won.

Adults can learn a lot from the teens of this generation. Adults are complacent, jaded, and disparaged. Teenagers are ignited, spirited, and take no prisoners. Do not squander their fight. They really are our future. Do not call them entitled. That entitlement is their drive and their passion. Do not get in their way. They will crush you.

Foster their rebellion. They are our best allies.

This story originally appeared on Medium and is reprinted here with permission. It was originally published seven years ago.

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Yet another school district shifts to 4-day week and parents are sounding off

So... when are we getting the matching 4-day work week?

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When talking with other parents I know, it's hard not to sound like a grumpy old man when we get around to discussing school schedules. "Am I the only one who feels like kids have so many days off? I never got that many days off when I was a kid! And I had to go work in the coal mine after, too!" I know what I sound like, but I just can't help it.

In Georgia, where I live, we have a shorter summer break than some other parts of the country. But my kids have the entire week of Thanksgiving off, a week in September, two whole weeks at Christmas, a whole week off in February, and a weeklong spring break. They have asynchronous days (during which they complete assignments at home, which usually takes about 30 minutes) about once a month, and they have two or three half-day weeks throughout the year. Quite honestly, it feels like they're never in school for very long before they get another break, which makes it tough to get in a rhythm with work and career goals. Plus, we're constantly arranging day camps and other childcare options for all the time off. Actually, I just looked it up and I'm not losing my mind: American kids have fewer school days than most other major countries.

So it caught my attention in a major way when I read that Whitney Independent School District in Texas recently decided to enact a 4-day week heading into the 2025 school year. That makes it one of dozens of school districts in Texas to make the change and over 900 nationally.


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The thought of having the kids home from school EVERY Friday or Monday makes me want to break out in stress hives. But this 4-day school week movement isn't designed to give parents a headache. It's meant to lure teachers back to work.

Yes, teachers are leaving the profession in droves and young graduates don't seem eager to replace them. Why? The pay is bad, for starters, but that's just the beginning. Teachers are burnt out, undermined and criticized relentlessly, held hostage by standardized testing, and more. It can be a grueling, demoralizing, and thankless job. The love and passion they have for shaping the youth of tomorrow can only take you so far when you feel like you're constantly getting the short end of the stick.

School districts want to pay their teachers more, in theory, but their hands are often tied. So they're getting creative to recruit the next generation of teachers into their schools — starting with an extra day off for planning, catch-up, or family time every week.

Teachers in 4-day districts often love the new schedule. Kids love it (obviously). It's the parents who, as a whole, aren't super thrilled.

Photo by National Cancer Institute on Unsplash

So far, the data shows that the truncated schedule perk is working. In these districts, job applications for teachers are up, retirements are down, and teachers are reporting better mental well-being. That's great news!

But these positive developments may be coming at the price of the working parents in the communities. Most early adopters of the 4-day week have been rural communities with a high prevalence of stay-at-home parents. As the idea starts to take hold in other parts of the country, it's getting more pushback. Discussions on Reddit, Facebook, and other social media are overrun with debate on how this is all going to shake up. Some parents, to be fair, like the idea! If they stay-at-home or have a lot of flexibility, they see it as an opportunity for more family time. But many are feeling anxious. Here's what's got those parents worried:

The effect on students' achievement is still unclear.

The execution of the 4-day week varies from district to district. Some schools extend the length of each of the four days, making the total instructional time the same. That makes for a really long day, and some teachers say the students are tired and more unruly by the late afternoon. Some districts are just going with less instruction time overall, which has parents concerned that their kids might fall behind.

4-day school weeks put parents in a childcare bind.

Having two working parents is becoming more common and necessary with the high cost of living. I know, I know — "school isn't daycare!" But it is the safe, reliable, and educational place we send our kids while we need to work.

Families with money and resources may be able to enroll their kids in more academics, extracurriculars, sports, or childcare, but a lot of normal families won't be able to afford that cost. Some schools running a 4-day week offer a paid childcare option for the day off, but that's an added expense and for families with multiple kids in the school system, it's just not possible.

This will inevitably end with some kids getting way more screentime.

With most parents still working 5-day weeks, and the cost of extra activities or childcare too high, a lot of kids are going to end up sitting around on the couch with their iPad on those days off. I'm no expert, and I'm certainly not against screentime, but adding another several hours of it to a child's week seems less than ideal.

Of course there are other options other than paid childcare and iPads. There are play dates, there's getting help from family and friends. All of these options are an enormous amount of work to arrange for parents who are already at capacity.

Working 4 days is definitely a win for teachers that makes the job more appealing. But it doesn't address the systemic issues that are driving them to quit, retire early, or give up their dreams of teaching all together.

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A Commissioner of Education from Missouri calls truncated schedules a "band-aid solution with diminishing returns." Having an extra planning day won't stop teachers from getting scapegoated by politicians or held to impossible curriculum standards, it won't keep them from having to buy their own supplies or deal with ever-worsening student behavior.

Some teachers and other experts have suggested having a modified 5-day school week, where one of the days gets set aside as a teacher planning day while students are still on-site participating in clubs, music, art — you know, all the stuff that's been getting cut in recent years. Something like that could work in some places.

As a dad, I don't mind the idea of my busy kids having an extra day off to unwind, pursue hobbies, see friends, catch up on projects, or spend time as a family. And I'm also very much in favor of anything that takes pressure off of overworked teachers. But until we adopt a 4-day work week as the standard, the 4-day school week is always going to feel a little out of place.

This article originally appeared in February

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Principal ditches office for "rolling desk" to be more present with students

"The best ability is availability."

principal_lamb/Instagram

Principal Jared Lamb uses a rolling cart for a mobile principal's office.

The principal's office is a place of childhood lore. Getting sent there as a kid was never a good sign, but one school principal is ditching the intimidating location for a more approachable one.

Principal Jared Lamb (@principal_lamb) of BASIS Ed school in Baton Rouge, Louisiana, has taken an unconventional spin on his role as a school administrator. Rather than sit in an office all day, he has traded his desk for a rolling cart. The reason? To be more of an active (and visible) presence around school.

"The best ability is availability," he captioned a video on Instagram explaining why he won't "go back to the office." In the video, he says, "At our school, students don't get sent to the principal's office. The principal comes to them. I traded my principal's office for a rolling cart."

He is seen in the video wheeling his cart around the school's hallways, adding that there are five reasons why he won't be going back to a traditional office.

Firstly, "It's easier to provide customer service to our educators," he says. "Need a restroom break? I got you. Support with an upset parent? I'm here."

The second reason: "I can support with student behavior because I'm right around the corner."

Thirdly, "I have a pulse on what's happening at school. When challenges arise...and they always do...I can address them firsthand."

The fourth reason is that, "It's improved my relationships. I check in with every teacher and staff member daily. I give hundreds of fist bumps to students each day." Finally, he shares the fifth reason he ditched the office: "I'm more proactive and less reactive. I don't wait to get called on the radio. I'm already there. Principal's office? No thank you. My best ability is availability."

In an interview with PEOPLE magazine, Principal Lamb shared that he has been using the rolling cart for three years to support over 800 students. "This upcoming year will mark my third year of going fully mobile," he said. "I truly believe that I can make the biggest impact by walking across the campus and being visible throughout the school."

"I spend most of my day visible," he said. "I walk in and out of classrooms. If I need to respond to an email, I do it from an empty hallway while students are in class." He adds, "During major transitions, I'll often park my cart underneath a stairwell on the side just to make sure that I'm not walking traffic. So you do have to maneuver, especially during big student transitions, so I'm not stopping the flow or preventing students from getting to class, but we navigate the best we can."

His method has spread. Now, his entire administrative team also uses rolling carts. "We literally had a fleet of carts rolling through the school, and so our deans were on rolling carts, our assistant principals were on rolling carts," he shared. "It's really created just a great environment of leading with support and making sure that our teachers and students have what they need to be successful."

Principal Lamb's video garnered incredible support from viewers and parents alike.

"This is such a fantastic way to lead a school. 🙌🏻," one wrote. Another added, "Can this be standard in our education system? Well done, sir. 👏🏻👏🏻👏🏻👏🏻👏🏻👏🏻."

Another viewers shared, "The mobile office demonstrates so many positive leadership qualities! Creativity, flexibility, relationships, vision, empathy and on and on! Thanks for inspiring us all."

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A boy told his teacher she can't understand him because she's white. She didn't mince words.

"We are responsible for the future of this country."

Photo by John Pike. Used with permission.

Emily E. Smith is no ordinary teacher.

Fifth-grade teacher Emily E. Smith is not your ordinary teacher. She founded The Hive Society — a classroom that's all about inspiring children to learn more about their world ... and themselves — by interacting with literature and current events. Students watch TED talks, read Rolling Stone, and analyze infographics.

She even has a long-distance running club to encourage students to take care of their minds and bodies. Smith is such an awesome teacher, in fact, that she recently received the 2015 Donald H. Graves Award for Excellence in the Teaching of Writing.

It had always been her dream to work with children in urban areas, so when Smith started teaching, she hit the ground running. She had her students making podcasts, and they had in-depth discussions about their readings on a cozy carpet.

ethnicity, responsibility, empathy, teachers, studentsTeaching in a racially and ethnically diverse world.Photo by John Pike. Used with permission.

But in her acceptance speech for her award, she made it clear that it took a turning point in her career before she really got it:

"Things changed for me the day when, during a classroom discussion, one of my kids bluntly told me I "couldn't understand because I was a white lady." I had to agree with him. I sat there and tried to speak openly about how I could never fully understand and went home and cried, because my children knew about white privilege before I did. The closest I could ever come was empathy."

Smith knew that just acknowledging her white privilege wasn't enough.

She wanted to move beyond just empathy and find a way to take some real action that would make a difference for her students.

She kept the same innovative and engaging teaching methods, but she totally revamped her curriculum to include works by people who looked like her students. She also carved out more time to discuss issues that her students were facing, such as xenophobia and racism.

And that effort? Absolutely worth it.

As she said in her acceptance speech:

"We studied the works of Sandra Cisneros, Pam Munoz Ryan, and Gary Soto, with the intertwined Spanish language and Latino culture — so fluent and deep in the memories of my kids that I saw light in their eyes I had never seen before."

The changes Smith made in her classroom make a whole lot of sense. And they're easy enough for teachers everywhere to make:

— They studied the work of historical Latino figures, with some of the original Spanish language included. Many children of color are growing up in bilingual households. In 2007, 55.4 million Americans 5 years of age and older spoke a language other than English at home.

— They analyzed the vision of America that great writers of color sought to create. And her students realized that our country still isn't quite living up to its ideals. Despite progress toward racial equality with the end of laws that enforced slavery or segregation, we still have a long way to go. Black people still fare worse than white people when it comes to things like wealth, unfair arrests, and health.

— They read excerpts from contemporary writers of color, like Ta-Nehisi Coates who writes about race. Her students are reading and learning from a diverse group of writers. No small thing when they live in a society that overwhelmingly gives more attention to white male writers (and where the number of employees of color in the newspaper industry stagnates at a paltry 12%).

— They read about the Syrian crisis, and many students wrote about journeys across the border in their family history for class. The opportunity particularly struck one student; the assignment touched him so much that he cried. He never had a teacher honor the journey his family made. And he was proud of his heritage for the first time ever. "One child cried," Smith shared, "and told me he never had a teacher who honored the journey his family took to the United States. He told me he was not ashamed anymore, but instead proud of the sacrifice his parents made for him."

Opportunities like this will only increase as the number of children from immigrant families is steadily increasing. As of 2013, almost 17.4 million children under 18 have at least one immigrant parent.

Smith now identifies not just as an English teacher, but as a social justice teacher.


Smith's successful shift in her teaching is an example for teachers everywhere, especially as our schools become increasingly ethnically and racially diverse. About 80% of American teachers are white. But as of last year, the majority of K-12 students in public schools are now children of color.

As America's demographics change, we need to work on creating work that reflects the experiences that our students relate to. And a more diverse curriculum isn't just important for students of color. It's vital for everyone.

As Smith put it, "We, the teachers, are responsible for instilling empathy and understanding in the hearts of all kids. We are responsible for the future of this country."

This article originally appeared nine years ago.

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