
DATE: Monday, September 15, 1997            TAG: 9709150061

SECTION: LOCAL                   PAGE: B1   EDITION: FINAL 

SOURCE: BY DENISE WATSON, STAFF WRITER 

DATELINE: NORFOLK                           LENGTH:  108 lines

LEARNING RESPONSIBILITY ODU JOINS FORCES WITH TWO NORFOLK SCHOOLS TO HELP KIDS HELP THEMSELVES.

At most other schools, with most other students, it might not have been wise for second-grade teacher Karin Niethamer to take a bathroom break during class.

But not many schools have ``good behavior'' managers like Lindenwood Elementary's 8-year-old Aaron Whitley.

While the teacher across the hall was alert for emergencies, Aaron and another manager had the class under control: Students didn't talk as they practiced abbreviating words. Aaron took note of students who behaved well instead of those who were bad. When the class was too quiet, Aaron went from desk to desk asking, ``Need anything?''

Lindenwood and Tidewater Park Elementary have a new world order in which, among other changes, students have more control of the classroom. Educators hope the greater responsibility will spark academic improvement. Teachers already have seen a jump in standardized reading scores for Tidewater Parka's and Lindenwood's third-graders.

``It's positive, real positive,'' said Kathy Verhappen, the lead facilitator for the program. ``Kids like to come to school. They're needed. They have to be there to run their class.''

This strategy, called ``Consistency Management and Cooperative Discipline,'' began last year when Norfolk Public Schools and Old Dominion University teamed up to create the Professional Development Schools initiative. Along with power-sharing between students and school staff, the plan helps colleges better prepare teachers to work with low-performing students. Together they tackle an old problem - low academic performance. It's a growing national trend between universities and urban school districts.

Old Dominion faculty and students will work at the two schools to provide reading tutors and staff. In turn, the schools present student-teachers a real-world study of children in an urban school. University faculty members learn new and better ways to teach their students how to be motivating teachers.

Instructors began work last school year, and student-teachers are expected to begin next week.

``Many college faculty realized that some of their methods of instruction and educational theories were not grounded in the realities of today's classroom, in particular, the realities confronting today's urban teacher,'' said ODU assistant professor Gene Taylor, who works with pre-kindergarten students at Tidewater Park every week.

Taylor worked with another professional development program at Ohio State University before coming to ODU. He said the benefits are tremendous.

``Teachers were entering their first years of teaching with competencies and confidences possessed by second- or third-year teachers,'' Taylor said. ``It was truly incredible.''

Donna Evans, dean of ODU's Darden College of Education, developed the idea in Norfolk after working with similar programs at Wayne State University in Detroit and the University of North Florida in Jacksonville.

Evans, who came to ODU two years ago, approached Norfolk Superintendent Roy D. Nichols Jr. last year about a partnership. She learned about the cooperative discipline plan from a University of Houston professor and incorporated it into the program.

Lindenwood and Tidewater Park were picked because they had some of the lowest test scores in the district and the schools were receiving two new principals who were receptive to the idea.

Tidewater Park Elementary principal Sylvia Spratley appreciates the additional staff and the teacher training.

``So often you have teachers who've never taught in the urban setting,'' she said. ``Many do well, but many don't. They don't have the knowledge base of what to expect or what to do. It's hard for them.''

The professional development and cooperative discipline programs help teachers and students change that reality.

Students at Lindenwood and Tidewater Park hold various management positions in class. On the youngest levels, 4-year-olds have small tasks like ``cafeteria'' and ``bookworm'' manager; those students are responsible for wiping off a table after lunch or picking a book for reading time. Older classes have heavier duties and must apply and interview for jobs. Students also must vote on class rules and rewards.

For example, a rule of one third-grade class at Lindenwood forbids ``killer statements,'' or words that destroy friendships, such as jokes about someone's mother. A reward for good behavior is five minutes of dance time. The class, of course, has a ``radio'' manager to monitor the music.

Niethamer said her students take pride in their jobs and it shows in the smooth running of the class. Her attendance manager saves Niethamer 10 minutes of instruction time by handling absences. The pencil sharpener manager reduces classroom disruption by making sure students sharpen pencils during certain periods.

Aaron, whom Niethamer calls one of her more rambunctious students, is learning to redirect his energy into being a leader.

``I don't like people to be bad,'' Aaron said. ``They make me proud to see who's doing good, and I act good.'' ILLUSTRATION: Photo

VICKI CRONIS/The Virginian-Pilot

In this kindergarten class at Lindenwood Elementary, computer

manager Jonathan Minton, standing at right, helps Kiara Cherry.

Other students might help with taking attendance or choosing books

to be read aloud.

Color Photo

VICKI CRONIS/The Virginian-Pilot

Eric Johnson, center, wears his class ``bookworm'' headband during

nap time in his pre-kindergarten class. Almost everyone in the class

has a job; Eric's is choosing a book for story time.