ENSI-Series No. 6
The Conflict
The Conflict
GERD SCHINDLER
THE CONTEXT
In the school year 1986/87 I initiated a project aiming at a critical
discussion of linguistic means used
for describing environmental problems. 29 13-year-old girls were
involved in a third form of a secondary school during the German
classes.
Originally, the pupils' work consisted of an analytical and a constructive part. In the first part the
girls compiled a file of news-clips
from Austrian dailies and ranged
the clips according to the type of
environmental damage and the
geographical vicinitude to the
reader. Subsequently the texts were
analysed linguistically (sentence
structure, syntax, vocabulary, stylistic features, etc.).
In a second part the pupils critically
examined the contents of the texts
by stating their own attitudes in
commentaries, letters, letters to the
editor, fairy-tales and fables. This
exercise served above all to train
them in various argumentationtechniques.
From these two parts a third stage
developed: The pupils planned to
lay down personal ideas for improving the environment in form of a
book. The girls resolved not only to
write their own texts for the book,
but also to provide for the design,
the printing and the fund-raising.
The project was integrated in the
regular classes. Initially, projectwork was done during the classes,
but already during the second stage
the girls did most of the work in
their leisure time.
After a successful conclusion of the first
two stages, where I had largely decided
on the direction and methods, I tried to
give the girls more leeway during the
third stage by letting them decide on
pace and methods. I confined myself to
providing them with material and helping them in technical and organisational matters.
The girls organised four working groups
which were to deal with environmental
questions in the areas school, garden,
home, and consumer behaviour. The
groups were composed according to
interest and chose various working
methods to collect and present information (excerpts from technical literature,
interviews, questionnaires, graphics and
charts, etc.). In interviews at the end of
May 1986 I asked the pupils about their
experiences and they were very satisfied
with the methods they had chosen.
Contrary to these positive judgements
the efficiency of their work during the
following classes deteriorated in my
view. Although the groups made the
impression of being quite active, there
were no tangible results. In spite of my
uneasiness concerning this situation I
did not interfere with the process, because I did not want to diminish the
leeway I had previously promised them.
I merely asked the pupils to report on
their progress (documentation, concepts, drafts) on June 16th. Instead of
the stacks of materials I had expected I
merely received two sheets of paper.
This was the moment when my dissatisfaction with the situation, with my own
approach and with the girls' behaviour
finally boiled over. The ensuing
hour was a very unpleasant experience for teacher and pupils alike.
However, it inspired me to examine
more closely what had happened.
In this way it went on with all groups. Loud
yelling filled the room : Nothing, that is what
you did. I trusted you, but you thin you are so
clever and need not do anything. This will
change from now on. I will drop you next year,
then you will realise what poor pupils you are."'
In order to have sufficient data for (Andrea)
an analysis of the situation and
above all of this particular event I "He was almost yelling. He asked every single
subsequently tried to write down pupil, what her work had been in the project. I
my impressions, and I asked my said :'questions.' ... ' Which ones exactly?' Of
pupils for comments on their view course I could not recall them that precisely, and
of that class.
so I said nothing. He (loudly) continued: 'Well?
In particular I wanted to under- "' So thls is your new method, say nothing and
stand why this phase had so obvi- act offended.' I was furious, all the more since I
ously been a failure. The data had not sulked. But I swallowed my anger, said
formed the basis for the following nothing and sulked all the more. ... I would
analysis. Apart from my personal have liked to give Prof. Schindler a piece of my
notes on the class of June 16th the mind right then." (Alexandra)
essays from 18 pupils were used for
the analysis.
"At first 7 was terribly mad. How could he
talk to us in such a way. ... Prof. Schindler
scolded us and said that we were an insidious
ANGRY WORDS - AND HOW lot, and many things more. I'11 show him But
PUPILS ARE EFFECTED BY gradually I realised that we were also to blame
THEM
for the conflict, not only he ..." (Kerstin)
According to my records, taken
down immediately after class, I
experienced its beginning as follows:
"I questioned the group leaders about their
work. School : no answer. : two A5
pages. : nothing. No reaction to my question why there were no answers in spite of
our agreement that a protocol was to be
made by each group. The pupils just stare
at me in silence. I feel anger rising; I feel
betrayed. I have given them several weeks'
time to prepare, I have restrained from
performance checks, I have spoiled and
pampered them - and now I am confronted
with a big void."
"When Prof. Schindler stormed at us I was
actually quite taken aback, although he was
'right'. First I felt guilty forsomething I was not
to blame for. But when his choice of words got
worse and worse, I felt that persons who readily
resort to vulgar and styleless gabble are really
ridiculous." (Susanne)
"I became furious when we were depicted as the
idiots of the century ... that we were lacking
character, lazy, insidious, treacherous, mean
and whatnot. That we could never find an employment, because of our lack of character. Of
course we realised that we had not acted correctly, but was that sufficient reason for threatening us with failure ?" (Sabine)
How did the pupils (1) experience "He scolded us with words that hurt me deeply.
the class?
First I was so shocked that I could hardly
think. First I was on the verge of tears, but
"He looked at the class angrily. Our then I got mad. Why must he rage at us in such
voices dried up in our throats ...„Group a way, just because of a trifle? There is a limit
one : Kerstin, what have you done in the _______________________________
project classes ?' Kerstin just stood there. (1) The names have been changed.
to everything ... We are not that rotten essential elements of their feeling of
after all, are we?" (Claudia)
self-value.
Instead of the concern aimed at I rather
"This class was somehow frightening. The find aggressiveness and reactions of
fear of losing the teacher's trust ... The defence in their written reports. One girl
worst thing was this gruesome silence. expressed this in a radical way when she
Nobody said anything, me included, al- considers my outburst net as her probthough I would have liked to say more. I lem but rather as mine if in a somewhat
am glad we have such a good relationship abstract way - by saying: "... such persons
with our teacher, because, if everything is are ridiculous" (Susanne).
forced upon you, all the classes would be
this terrible." (Martina)
As to my second intention:
In this class I wanted the pupils to disWhat I had wanted and what I cuss the substance of the reproach,
achieved ?
namely that they were not prepared to
participate constructively in projectNow, looking at it in retrospect, I work, if the teacher was keeping out of
had aimed at three things in this the process.
class:
According to my expectations the re− vent my frustration and rub it In proach should have resulted in a dispute
that I was disappointed,
as to whether there were weaknesses or
− prompt them to take a position mistakes in the underlying conditions, in
on their work (or rather non- the targets formulated or in the operawork), soberly to examine the tional part of the project which would
explain the failure.
causes and motives,
− startle them out of their lethargy. Instead of inducing such a discussion,
my utterances rather had the reverse
The 'I wanted' may not be quite effect: they drove the pupils into silence
appropriate, since the situation cre- and put them in a position which obviated its own dynamics. My behav- ously made it impossible for them to
iour was rather 'emerging' than de- enter a discussion with me.
Only now have I realised this connecliberate.
tion. During the class, however, the
silence induced me to be even blunter,
As to my first intention:
which in turn only reinforced the girls'
I was amazed at the words I had feeling of impotence and rage, and justiused according to my pupils. I my- fied their sulky silence even more. This
self did not realise I had used some can clearly be seen in their comments:
of them. I was also surprised at
how personally the girls felt at- "During the last class Prof. Schindler treated
tacked and at how emotionally they us like babies. As soon as somebody wanted to
reacted. True, I 'wanted' to achieve answer he cut her short" (Marion).
concern, maybe even hurt them.
After all I as well had been hurt by "Many of us did not even try to answer ..."
their inactivity. What I did actually (Britta).
trigger was rather impotent rage,
and I must have created a situation, "I could not even defend myself. For how should
in which many of my pupils just I explain a teacher that not always a teacher is
had to fight bask, since some of my right. So I did not even try" (Andrea).
expressions obviously questioned
"We were all very intimidated, but many them aware of my expectations and thus
of us tried to answer" (Marion).
strengthened the ties between us?
Maybe I expected too strong a sense of
"I felt anger rising and only just succeeded responsibility from my pupils.
in swallowing it. I felt very much like At a more general level I noticed the
telling Prof. Schindler my opinion to his discrepancy between the pupils' silence
face. I was glad when the bell rang and I in class and their out-spoken descripcould vent my anger in the school-yard ..." tions of the class in their essays. Would
(Alexandra).
they have written such truths to a
teacher they fear?
My third intention, to startle them Their frankness softens the severeness
out of their lethargy, was the one to of their criticism in my view. It reveals
be fulfilled to some degree. In the that they have a certain trust in me
relatively short remaining period which is stronger than short-lived anger.
until the end of the school year the It also shows that the pupils feel that
girls worked out the first draft of they can not only tell me how they exthe planned book. Some essays also perienced the class, but that this might
implied that this event had a posi- also have an impact on me. In some of
tive effect on the working spirit of their essays the appealing character (e.g.
the pupils:
the number of exclamation marks behind certain sentences) was very
"Maybe it was good for something after marked.
all, because many of those who felt guilty
developed into outright workaholics, and
they could not prepare and hand in their THE
PUPIL'S
SENSE
OF
reports fast enough." (Lisa)
RESPONSIBILITY FOR THE
PROJECT
"In the following class many girls handed
in their reports. Thus the scolding did I had rebuked the pupils for not having
influence many girls." (Marion)
submitted the first draft of their work
on the scheduled dead-line. In my view
this reproach is objectively irrefutable
In spite of this success I clearly and concerns all the working groups.
realised that my behaviour during Nevertheless many pupils considered it
the class had been counter- to be unjust. To give some evidence of
productive in an essential aim of this fact:
the project: the pupils become "Giving the pupils a dressing down (was) not
more independent and should as- quite fair, because not everybody had been lazy
sume more responsibility for their and just fooling around; that is why it was
activities.
mean to yell at the whole class and to run us all
down." (Lisa)
Did my aggressiveness not show
them how short the leash is on "Somehow it was mean of him to treat all puwhich they are kept, and that I was pils alike, because our group had nearly comthe one to be disappointed and pleted its work. Was it our fault that the other
deceived, although they ought to group had achieved very little?" (Birgit)
have had these feelings? Didn't I
thus take the responsibility for their "I did not think it justified at all that Prof.
actions away from them?
Schindler yelled at us in this way. For I know
On the other hand: what would that every girl did something for her group. "
have happened had I not made (Therese)
"I felt awkward, because I was convinced teacher, which is not easy anyway." (Lisa)
that our group, the garden group, had
done the right things." (Maxi)
"Nevertheless each group took so much trouble,
and then you get no thanks." (Andrea)
"He may be right as concerns some of the
class, but this surely is not true for all of "I thought it foolish of us not to do him the
us," (Karin)
favour and do what asked us. I hope our good
relationship will persist in spite of this."
„ if one group does next to nothing, why (Kerstin)
are the others accused as well? I see his
point, but nevertheless each group had These girls perceived the project first
taken a lot of trouble." (Andrea)
and formemost as their teacher’s plant
„But on the other hand I really am an- they interpreted their task as to carry out
noyed, because many pupils have made an orders. This view was probably reineffort ... I think this is depressing for the forced by the conflict. It showed them
pupils."(Eva)
how limited the leeway I had given them
These extracts show that the pupils really was. Obviously, they had not been
considered my reprimands to be sufficiently challenged to link the project
inadmissibly generalised. Studying to interests of their own and thereby
the data I realised that I myself have break a little away from me.
generated this misunderstanding.
With same of my expressions (e.g.
"... not done anything") I myself CAUSES OF THE CONFLICT
offered the pupils sufficient reason
and made it easy for them to reject According to the data, the comments of
my reproaches as unjust and to feel the pupils can be attributed to two
perfectly justified to do so. I also causes: 'Laziness' and uncertainty as to
noticed that they defended not so the nature of task and quality criteria.
much themselves as their group.
Obviously the project succeeded in Laziness
creating a certain identification with
their group-work of the majority of "I was also angry, because most of the others
the pupils. However, there is hardly did not want to admit their laziness and just
any evidence that the pupils devel- had all sorts of excuses for not doing anything.
oped a sense of common responsi- It is always the same : 'the others did not work
bility for the whole project.
either' I had a lot of fun in the preparatory
My dominant position in the pro- classes, and I did not contribute very much
ject seems to be of importance in myself." (Martina)
that respect. Obviously the pupils
believed that I pulled the strings "Well, actually we are a bit lazy, but now,
anyway, so that the question of when the damage has been done, we cannot
overall responsibility on the part of change anything anyway..." (Birgit)
the pupils did not even arise.
In spite of a certain group-solidarity "It was quite embarrassing for us, because we
there are several indications to the really had to be ashamed of our laziness."
effect that the pupils did not really (Caroline)
consider the project to be 'their'
project:
"But, frankly, we had shown too little commit"I had mixed feelings about it, because on ment right from the beginning. Without an
the one hand you feel really foolish, on the incentive some people will not work at all."
other hand you do want to satisfy the
(Verena)
"I would say : young and not a strong for some reflections: Is the concept of
sense of duty." (Claudia)
work limited to activities that are
− defined by somebody else?
It is interesting to note that the − judged by other persons?
pupils do indeed admit to have − unequivocally classifiable as right or
been "a little lazy" (Birgit), but that
wrong, good or bad?
they consistently use "we" for such
− not particularly interesting and not
confessions and thereby hide bevery pleasant?
hind the collective:
the justification for their own laziWas this girl disturbed, because she
ness is the laziness of the others.
could not apply these criteria to her acSome comments imply that laziness
tivities in the project? Maxi's on the one
is somehow considered to be the
hand ("I did the right things") and on the
pupils' right, e.g. when Claudia laother hand ("maybe we really disappointed
conically considers the pupils to be
him very much") equally mirror this uncer"young and not very duteous", or
tainty.
when Verena says: "without an incenObviously I did not succeed in integrattive some people will not work at all."
ing the pupils into the planning phase of
the project sufficiently, so that they
Uncertainty as to the nature of task
could develop an awareness of the qualand quality criteria
ity of the project and the quality of the
work attached to it.
"The class gave me much food for thought.
Was it really 'work' we did during all
CONCLUSION
these weeks, or did we just make the time
pass? Did we really achieve something
The intensive study of this conflict has
with our pupil interviews? These questions
provided some important experiences
can certainly not be answered before the
and has changed a few things. My relaproject is completed." (Stephanie)
tionship to my pupils has become
closer, perhaps because I experienced
"I felt awkward, because I was convinced
them as personalities through their writthat our group, the garden group, had
ten comments on the conflict. I esteem
done the right things ... Maybe we really
them higher than before and at the same
disapppointed him very much, because we
time see myself involuntarily becoming
were not always attentive, me included."
more careful in the selection of words.
(Maxi)
The study has also made me more conscious of the significance
"In the beginning we collected newspaper
articles on the environment and damages − of carefully negotiating the spaces of
to it, but later, when we started the main
freedom and the limits of project
part, I had the impression that it had been
work with my students, that they unin vain; because in our group we could not
derstand them, find them credible
use the material at all." (Verena)
and accept responsibility for them,
More profound than the admission − of involving the pupils in the evoluof laziness is Stephanie's question:
tion of a project giving them a
"What is really work?" There are too
chance to translate their values into
little data to study this question in
action and to develop ownership for
depth. For me it provided the basis
what they do.