Because We're Different

"Why do we do it? Because nobody else does." - Phillip Douglas (2014), Project VOYCE Site Manager and C.H.E.S.S. Founder.

At first glance, this statement can spark some negative feelings. Is that really a justifiable foundation for doing something - because nobody else does? However, my experience with this mindset has given me a new understanding of "doing things just to be different." When people, especially students, are a part of a unique movement, they form a cohesive community that is reiterated through practices that are unique to this community.

I saw this practice in action twice today. It was especially apparent during my afternoon visit with Manual High School's Project VOYCE class. Project VOYCE (Voices of Youth Changing Education) is a class that is currently implemented at seven schools throughout the Denver area. Their mission is "to empower youth to create positive change within their lives, their schools, their communities, and the world" (Douglas, 2014). My class sat in on one of their sessions today - as each student entered the room, Phillip and the other instructor, Sir Martin, bumped heads with them. They call this "head love."

While this action alone is minuscule, its impact is huge. For one, Phillip and Sir were acknowledging the presence of each student who entered their classroom, smiling at them and indicating that they were happy that they were there. This unique gesture has another implication, though. This classroom, and with these people, is the only place where students engage in "head love." In doing so, students recognize their place in the group when walking in the door. It immediately sets the tone for the class and reminds students of the environment that they are in. From there, a safe community can be fostered.

I saw Douglas' words in action again at Downtown Denver Expeditionary School during my daily internship. DDES's motto, "We are crew, not passengers," is implemented throughout the building via decorations, vocabulary, and attitude. The school, which currently teaches grades K-3 and is expanding upwards, is divided into "crews" instead of classes. Each teacher has his or her own crew for all subjects, with the exception of P.E. and art (for which there are different teachers). Teachers consistently refer to classmates as "friends," "crew members," and "teammates."

Sticker displayed in Julia's classroom at DDES

So, what's the big deal? Classes are called crews and everyone is called a friend. Yet, even simple vocabulary adjustments have a huge impact on attitude - especially in forming community. When kids enter the building and everyone around them uses vocabulary that is unique, they gain a sense of place. When certain norms and values are associated with this vocabulary, they begin to shift their behaviors and attitudes to foster this community as they see indicators in their environment shift.

These experiences bring new meaning to my understanding of "doing things just to be different." Of course, there are limits. The impacts of these practices must be measured to ensure that, if there are adverse effects, they can be corrected with minimal harm. That's why I believe these attitude-adjusting tools to be best - when we can associate community values, norms, and practices with seemingly small gestures, we can consistently reiterate goals in a way that is understandable and accepted throughout the community.

Phillip Douglas' words exhibit innovation in its purest, most primitive sense. It is different, it is able to be implemented smoothly, and it is effective. As Douglas' own daughter put it, "It doesn't cost anything to care" (Douglas, 2014). I believe that the first step in education reform is a shift in attitude - of teachers, students, and administrators. Let's show students that we care about them, and that we care if they care back.