Chapter 2: Developing Caring, Humanistic Classrooms: Effects on Young Adolescents’ Complete Growth

David Sousa (2010) noted recently, “Schools tend to be so focused on academics and testing that they are often unaware of the powerful effect that social and cultural forces have on students” (p. 16). Perhaps every public school teacher has recognized schools’ “cultural” changes initiated by NCLB legislation, and its effects on their instructional behaviors, demeanor toward students, and overall classroom climate.

Talk of providing appropriate professional development for middle level educators was the purpose of a recent meeting of middle level principals. A few principals in attendance suggested the need for a session on data analyses. As a parent of an eighth grader, I spoke in opposition to offering a professional development session on test score analyses. What many parents want for their 11-15 year-olds each day at school has nothing to do with test scores; but, simultaneously, having an impact on students’ test score performance. They want their child to:

• feel psychologically comfortable;

• know that teachers care about and notice their child;

• have academic success in each class;

• be cognitively challenged; and,

• have opportunities to enjoy friendships during the day.