Aha! I see you.
I have been walking into different school principal’s offices on several occasions. A principal’s office offers insight into what the school stands for. Sports, elocution, academic success, success in social service are all on display through the scores of trophies or certificates. The office might have a lot of paper, books and also sometimes a computer. I am prepared for all of these- but the one thing that really takes me back is the presence of an electronic surveillance system.
Let me explain for those of you who have not been into a principal’s office recently. The surveillance system consists of a huge screen that is divided into smaller portions that broadcasts what is going on in classrooms. The screen (which is generally a high end television) is mostly switched on and gives the principal a snapshot of what is going on in the classrooms. There are small CCTV cameras fixed in every classroom including the library, laboratories, and school playgrounds and even at the entrance gates. These cameras create a feeling of being constantly watched hence deter any misbehavior on the part of the students, school staff and in general, any visitor.
These systems make me wonder what is going to come next. Air conditioners are passé and since I have never studied or taught in a high end school I am not sure if I will be able to predict the trend.
Surveillance is everywhere nowadays. The US government’s watch on countries has created outrage and a general feeling of distrust among those who are being monitored.
I studied in a school around a decade ago and at the time there were no such fancy gadgets. This meant that students were not caught red handed doing anything- making noise, bullying, or distracting the class. Teachers were free too- they hit and pinched when it got tough and apologized to discourage the matter from being escalated. No principal had footage of the past seven days to refer to in case anyone complained and nobody probably ever felt the need to refer to it anyway. There are some benefits of using such technology in the schools- children, authorities and everyone else involved are safer even if only psychologically.
There are some places that need to have such surveillance systems like those which are characterized by anonymity, aloofness, huge numbers and impersonality. Public transport systems, malls and high security zones call for such monitoring. If a person is not going to be identified, is not part of an identifiable relationship, and does not have any emotional bonds with the place, damaging behaviours can occur.
Research has shown that surveillance can create feelings of distrust, conformity and mediocrity. Imagine a classroom that has CCTV cameras installed full of students misbehaving. Would a student have the courage to stand out, therefore making herself more visible, and make the rest calm down? Solomon Asch’s studies on conformity have shown how people are doubtful of their ‘correct’ behavior in the presence of those who are ‘wrong’. It is easier to get punished together. Being constantly watched also increases stress. As teachers we have surely observed students who stop writing their answers when they are being watched (studies show that stress interferes with recall). We clearly make more typos when someone is watching over our shoulders what we are typing, don’t we?
These thoughts are triggered every time I see such systems in places like schools that are supposed to have a feeling of community and togetherness. Have schools become so large that school principals are unable to observe instructions everywhere? If our school leaders do not interact with nor visit students do they have a clear idea of how the child is achieving? Are huge populations (especially in a country like India) valid excuses to start schools where a child is not known by name? Are our teachers those who need to be monitored or to be equal partners in building the school? Do our teachers own the school and its systems or do they view it as an impersonal entity? The questions are endless.
I have had the privilege of working in schools and visiting several where every child is known by name (and the names of their siblings, their parents, the parents’ professions, the marks that they have been getting in different subjects and sometimes even what they eat for breakfast!) Such schools exist. But can all schools becomes places where learning is a collaborative process and where everyone takes ownership of the school to the extent that nobody bats an eyelid if the study areas need to be swept or books in the library need to be dusted and there is not one person whose job it is to get that done?
When schools become impersonal and very large to be able to humanly manage, we begin relying on machines and technology. This is then what is scary, we are creating a generation of students who psychologically feel constricted in their thoughts and behaviors on account of being watched every single time.
While we are creating ‘disciplined’ children we might be creating imprisoned adults.
Let me explain for those of you who have not been into a principal’s office recently. The surveillance system consists of a huge screen that is divided into smaller portions that broadcasts what is going on in classrooms. The screen (which is generally a high end television) is mostly switched on and gives the principal a snapshot of what is going on in the classrooms. There are small CCTV cameras fixed in every classroom including the library, laboratories, and school playgrounds and even at the entrance gates. These cameras create a feeling of being constantly watched hence deter any misbehavior on the part of the students, school staff and in general, any visitor.
These systems make me wonder what is going to come next. Air conditioners are passé and since I have never studied or taught in a high end school I am not sure if I will be able to predict the trend.
Surveillance is everywhere nowadays. The US government’s watch on countries has created outrage and a general feeling of distrust among those who are being monitored.
I studied in a school around a decade ago and at the time there were no such fancy gadgets. This meant that students were not caught red handed doing anything- making noise, bullying, or distracting the class. Teachers were free too- they hit and pinched when it got tough and apologized to discourage the matter from being escalated. No principal had footage of the past seven days to refer to in case anyone complained and nobody probably ever felt the need to refer to it anyway. There are some benefits of using such technology in the schools- children, authorities and everyone else involved are safer even if only psychologically.
There are some places that need to have such surveillance systems like those which are characterized by anonymity, aloofness, huge numbers and impersonality. Public transport systems, malls and high security zones call for such monitoring. If a person is not going to be identified, is not part of an identifiable relationship, and does not have any emotional bonds with the place, damaging behaviours can occur.
Research has shown that surveillance can create feelings of distrust, conformity and mediocrity. Imagine a classroom that has CCTV cameras installed full of students misbehaving. Would a student have the courage to stand out, therefore making herself more visible, and make the rest calm down? Solomon Asch’s studies on conformity have shown how people are doubtful of their ‘correct’ behavior in the presence of those who are ‘wrong’. It is easier to get punished together. Being constantly watched also increases stress. As teachers we have surely observed students who stop writing their answers when they are being watched (studies show that stress interferes with recall). We clearly make more typos when someone is watching over our shoulders what we are typing, don’t we?
These thoughts are triggered every time I see such systems in places like schools that are supposed to have a feeling of community and togetherness. Have schools become so large that school principals are unable to observe instructions everywhere? If our school leaders do not interact with nor visit students do they have a clear idea of how the child is achieving? Are huge populations (especially in a country like India) valid excuses to start schools where a child is not known by name? Are our teachers those who need to be monitored or to be equal partners in building the school? Do our teachers own the school and its systems or do they view it as an impersonal entity? The questions are endless.
I have had the privilege of working in schools and visiting several where every child is known by name (and the names of their siblings, their parents, the parents’ professions, the marks that they have been getting in different subjects and sometimes even what they eat for breakfast!) Such schools exist. But can all schools becomes places where learning is a collaborative process and where everyone takes ownership of the school to the extent that nobody bats an eyelid if the study areas need to be swept or books in the library need to be dusted and there is not one person whose job it is to get that done?
When schools become impersonal and very large to be able to humanly manage, we begin relying on machines and technology. This is then what is scary, we are creating a generation of students who psychologically feel constricted in their thoughts and behaviors on account of being watched every single time.
While we are creating ‘disciplined’ children we might be creating imprisoned adults.
RSS Feed