Posted in character, character education, charter school, education, education policy, election, leadership, Parenting, school choice, school reform, teaching

A Post Election Day Message for Teachers

Dear Team of Wonderful Teachers,

The day after an election presents some unenviable responsibilities for teachers, principals, and families. A tough job on any given day comes with particular challenges for teachers the day after a Presidential election. One of the biggest questions teachers grapple with is what to tell the students. I think the most important thing you can tell them is that you love them, that nothing has changed in terms of your love and commitment to them, and that above all, remind them you will be there for them, you will keep them safe, and you will remain a steady, loving force in their lives. For many children, school is a place of security, a safe haven, and school represents an important symbol of continuity in their lives. The continuity and care that you provide means everything to a child, sometimes, more than you even know on the surface. Remind them that America is a great nation and it was built to survive great change and the peaceful change of power during election periods, and as President Obama said last night, remind them that no matter what, “the sun will rise tomorrow”. Do lean on our Marva Collins Creed and our great Character Education program and other teachable moments today and always to continue to teach kindness, love, tolerance and respect. We are one great nation built on hopes and dreams and the idea that everyone can be successful and has the right to pursue happiness and freedom. My heart is with every single teacher today and with every single child. Through our own living examples of love and kindness, we will continue to change the world for our children and families we serve!


Dr. Satow


Posted in character education

Teaching Prosocial Behaviors in Schools: Are These the Fundamental Skills Necessary For Future Success in the Workplace?

Embodied in the meaning and spirit of “teaching the whole child” is the idea of developing children both academically and socially.  More broadly, meeting the needs of the whole child includes teaching rich academic content within the larger context of how students will contribute in the workplace and as citizens of the world when they are grown.  To that end, I am thrilled to see more emphasis on the express (and urgent) need to teach character, social skills, and positive behaviors in schools. There is mounting evidence to suggest that teaching character, prosocial skills, and emotional skills are critical predictors of future success in the workplace.  At Performance Academies, we have been leaders in teaching a meaningful and intentional curriculum of character education infused with positive behavioral training for nearly 13 years.

David Deming suggests that within the next 20 years, the top paying jobs will go to those not with education alone, but to “people people”.  (See:  Lizzie Heiselt—”This is the skill that determines your child’s future employability” ). Whether kids are future salespeople, teachers, builders, physicians, etc., they will need the proper interpersonal tools to successfully navigate the people relationships that will make them successful in their adult jobs.

Dr. Howard Knoff, past President of the National Association of School Psychologists (NASP), and creator and director of Project Achieve, also raises the issue in his recent blog. He emphasizes the importance of students’ social, emotional and behavioral skills.  He poses, “The importance of teaching students—from preschool through high school— interpersonal, social problem-solving, conflict prevention and resolution, and emotional coping skills is supported both by research and practice.” (See: “Improving Our Schools”— )

Similarly, recent research from around the world highlights how mental health intervention actually improves school achievement, and also improves outcomes for at-risk youth. “By recognizing that good mental health is essential to learning, it has taken a place of leadership among world nations,” says Michael Jellinek, MD, creator of the Pediatric Symptoms Checklist and co-author of the Skills for Life Program in Chile. (See:  Medical News-“National school-based mental health intervention improves outcomes for at-risk students” )

It also seems that students themselves recognize the importance of prosocial behaviors in school and the connection between positive behaviors, attitudes, and future success. The Gallup Student Poll, for example, is a survey that measures the hope, engagement, and wellbeing of students in grades 5-12 and serves as a “measure of non-cognitive metrics that predicts student success in academic and other settings”. (See: “Gallup Student Poll-Measure What Matters for Student Success – Engaged for Today, Ready for Tomorrow” ).  Gallup’s research has shown that hope, engagement, and wellbeing are key factors that drive students’ grades, achievement scores, and also future employment.

Arguably, prosocial behavior and interpersonal skills reign more important than ever in the workplace due to the transformational nature of work. The need for teamwork, project based collaboration, and emphasis on group outcomes, makes interpersonal skills a fundamental element for success in the present and future workplace, not a secondary one.

Of course, providing a content rich, quality academic education for all students is a primary component of facilitating student preparedness for the workplace.  But, as the Common Core and the testing debates rage on, are we missing the boat on something at least as important, if not bigger?

And with Arne Duncan stepping down as Education Secretary and John King slated to take over the Department of Education in December, might we see a shift to emphasize teaching prosocial skills in schools, or will the emphasis remain on testing and fighting about the Common Core standards? (See: Education Week—“Arne Duncan to Step Down as Ed. Sec., John King to Head Up Department”  One thing is for sure, if schools ignore purposeful development of the people skills necessary for future success in the workplace, even as we rightfully address raising academic standards, the American workforce will continue to lag.

Dr. Myrrha Satow (aka The School Marm) is Founder and President of Performance Academies Schools of Ohio and Michigan. She holds a Superintendent license, and is a former middle school teacher, principal and Superintendent. Her background is in educational policy, special education and school psychology. She wrote her dissertation in 2000 on
Dr. Myrrha Satow (The School Marm) is Founder and President of Performance Academies Schools of Ohio and Michigan. She holds a Superintendent license, and is a former middle school teacher, principal and Superintendent. Her background is in educational policy, special education and school psychology. She wrote her dissertation in 2000 on “Why parents of students with disabilities choose charter schools.” She and her husband, Clint, are the parents of 9 beautiful children and 3 grandchildren.