Warning, Little Brother in the classroom

Antero Garcia, an English teacher at Manual Arts High, writes:

Recently, our school installed several security cameras around campus. Our school’s safety committee has reported that these cameras have caught acts of vandalism and theft. The request of parents for several years, the security cameras are an addition at Manual Arts that is not without controversy; most students say they disapprove of being constantly watched or at least the possibility of being watched.

Somewhat inspired by dialogue with my students about the security cameras, I decided to try an experiment in my classroom. Every day, I have asked a student in my class to videotape all of the class interaction. Armed with a couple of Flip video camcorders (They only record for 60 minutes, which means we need two per class.), a student captures every conversation, discussion, and misstep I might make in my class on a daily basis. I chose the Flip cameras because of their simplicity: power, play, record, and zoom are pretty much the extent of the buttons on the camera –- I’ve never needed to show students how to use the cameras.

The experiment is public: I told the students they would be taped (and got parental consent), that the tapes would not be shared outside of the classroom, and that students did not have to be taped if they were uncomfortable. Students absent from class are encouraged to review the previous day’s lesson as the files are always available.

There are two things that are most interesting to me, as the teacher, about this experiment:

The students interested in taping the class have often been the students who are least engaged with my lessons in the past –- students sneaking peaks at cell phones, talking with friends, or going on extended restroom breaks. Instead, each day one of these students is actively focused on following the action of the class, capturing how the class interacts and ensuring that the entire lesson is faithfully recorded.

Watching several hours of these recordings, I’m floored by how much I’ve learned by simply shifting the perspective from which I am seeing my own classroom. Now, I am seeing that the seats may not be in an ideal formation, that a lesson may not be structured most effectively, that sometimes I can be … (gulp) … kind of boring! Similarly, any time the camera either shifts away from the focus of the lesson or a mini-lecture I may be conducting, it is a clear indicator that my lesson plan needs to be stronger. I’m able to critique my classroom practice from the student perspective.

I have tentatively scheduled a follow-up experiment with one of my other classes regarding using video from a different perspective. I’ll share those results in the coming weeks.

On a semi-related note, I’ve been lightening my summer leisure reading by catching up on the latest teen literature. Of note, I’ve been having fun perusing and slowly reading Cory Doctorow’s "Little Brother." A rather terrifying fictional tale about terrorism and its lasting effects on the quality of life of the youth in San Francisco, Doctorow’s novel paints an image of tech-savvy students who hardly share much more than the ennui and anger that my students arm themselves with on a daily basis. Of course, the Manual Arts security cameras pale in comparison to the Homeland Security measures described in the book.

Most exciting about the book is its author’s use of a Creative Commons license. Essentially, Doctorow is offering free downloads of his entire book. Yes, this means -– if you’re willing to stare at your screen for hours on end –- you can read the whole thing for the measly cost of keeping your computer powered up. Though this is a novel aimed at teens, it’s one that isn’t afraid to push buttons. It forces (at least in the first two-thirds of the book) the reader to question what feels “safe” and what he or she comprehends about privacy in our school, in our community and in our country. What could be a more patriotic text to read in July than a text about teenage dissent?

Comments

[Robert, L.A.]

I like the idea presented but you didn’t say what the experiment was going to demonstrate. I taught briefly during a career-change exploration in LAUSD from 2003 to 2005 and although there were no cameras in the classroom, many students believed differently upon seeing various motion detectors and other sensors that were newly installed in the “modernized” buildings. I taught learning disabled special education, and of that group, mostly 9th graders, a combination of groups particularly involved in activities that challenged classroom management more so than other students. I asked some of the classes if they would like to have the class taped, and of course many said, “NO” but others said, “Yes” so that they could show what a bad teacher I was. Although not an experienced teacher, I still did not consider myself to be particularly “bad” but this is what students constantly do, challenge and test limits. I replied that I would like to tape our classes, too. And then when we have open house, I would have some clips to show their parents what a good job they are doing. They understood the potential of video but we did not take the subject much further.

As a learning tool, as shown in the article, it is unequalled as a stark demonstration of each recording period. It is something of value for the teacher- as noted- and for the students. The aspect of being able to engage students by physical involvement is a valuable feature. If some hands-on element is incorporated into the classroom activity, things usually imprint better for a longer lasting effect than simply lecturing.

I recall one of my law school professors in a clinical trials program discuss with me about the enormous value of video recording of courtroom activity for training purposes with students in the clinical program and how it could be so effective for so many areas. At that time, over 30 years ago, video cameras in courtrooms were rarely, if at all, used. That has all changed since at least the O.J. trial. So now, video is a commonly used tool with still more revelations to come in its applications to the field of education.

The high school student of today can make more progress in the learning process by the use of multiple learning styles, usually divided into audio, visual, and kinetic. Tapping into this technology for regular classroom use is just the starting point for more lessons and discussions.

I still don’t know if the security cameras are “accepted” by the students as a silent witness or considered by them to be an intruder. I believe the experiment was able to distinguish the classroom usage of the video cameras from the security camera, however. Very good.