August 2002

The Unwritten Curriculum: Modeling Attitudes and Behaviors

It's back to school time in most communities. Parents are out shopping for school supplies and new clothes for their children. Many children as well as parents are ready for the transition from those "lazy hazy" days of summer to getting into the routine of school. Some people are taking advantage of these last few days of the summer break to catch up on a mini get-away or two. Whatever the case, it is time to begin to prepare for going back to school.

As our children go back to school, let us not forget that they will be exposed to different types of learning. They will be exposed to two life altering curriculums - the written curriculum that formally expresses what students are expected to learn in reading, math etc and the unwritten curriculum that is expressed overtly or subtly in the attitudes and behaviors of the school staff and other agents of the school. The lessons in the unwritten curriculum are life lessons. They are generally more powerful and enduring. Our children will learn from both curriculums whether we like it or not and we must remain vigilant so that we can reinforce those aspects of both curriculums that are positive and refute the undesirable aspects.

The unwritten curriculum is taught daily through interaction. There are no formal assessments and modes of observation for keeping track of how, when and what is taught in this curriculum, although it teaches lessons that are generally more powerful and enduring. It teaches lessons about respect and tolerance or lack thereof between people of different cultures, economic backgrounds and education levels. It teaches about expectations held for students by adults in a school building. It teaches lessons that can, and do impact student performance positively or adversely.

How then do we keep track of a curriculum that has no formally designed modes of observation or documentation? Indeed it is much easier to keep track of what our children learn in the written curriculum. We can review concrete data on our children's class work and performance on assessments in light of the expectations of the school as documented in the curriculum documents. Interestingly, however, keeping track of the written curriculum coupled with engaging the school on many levels can help you keep track of the unwritten curriculum. Showing interest in your child's education, inquiring about the academic and social aspects of your child's school experience and being involved in your child's schooling in meaningful ways, all allow you to monitor the unwritten curriculum. Attending required meetings at the school is not enough to get a true sense of what your child is really learning.

Listening to your child and speaking to your child allows you to gain another perspective into life at school. The affective component of schooling is equally as important as the academic component. This school year, be proactive. Choose to be your child's friend and advocate. When you see and hear things that you wonder about, don't accuse anyone or make assumptions. Ask questions. Seek clarification and follow up appropriately. Become familiar with resource people within the school system and your community that can assist you in articulating your child's needs. There are a good number of child advocacy groups in each community. Make your child's education a worthwhile and safe learning experience.