{"id":277,"date":"2002-04-18T12:44:53","date_gmt":"2002-04-18T12:44:53","guid":{"rendered":"http:\/\/www.joswassink.nl\/inzicht\/?p=277"},"modified":"2017-11-26T14:35:42","modified_gmt":"2017-11-26T14:35:42","slug":"klassestrijd","status":"publish","type":"post","link":"https:\/\/www.joswassink.nl\/inzicht\/?p=277","title":{"rendered":"Klassestrijd"},"content":{"rendered":"<p><span class=\"youtube\"><iframe loading=\"lazy\" title=\"YouTube video player\" class=\"youtube-player\" type=\"text\/html\" width=\"425\" height=\"344\" src=\"\/\/www.youtube.com\/embed\/bpk3bRmJI40?wmode=transparent&amp;fs=1&amp;hl=en&amp;modestbranding=1&amp;iv_load_policy=3&amp;showsearch=0&amp;rel=1&amp;theme=dark\" frameborder=\"0\" allowfullscreen><\/iframe><\/span><\/p>\n<p><strong>Klassestrijd<\/strong><br \/>\nVPRO Noorderlicht \/ 24 min \/ 18-04-2002<br \/>\nOp scholen in achterstandswijken is nauwelijks meer les te geven. De houding van de leerlingen ten opzichte van school varieert van desinteresse tot vijandigheid en de school neemt z&#8217;n toevlucht tot een steeds strenger regime. Is er een uitweg uit deze wurggreep? Volgens de pedagoog H. Jerome Freiberg van het College of Education van de universiteit van Houston wel. Hij ontwikkelde het programma Consistency Management &amp; Cooperative Disciplin (CMCD) speciaal voor probleemscholen. Noorderlicht vergelijkt een Freiberg school (Marshall Middle School) in Houston met een probleemschool in de Bijlmer. <!--more--><\/p>\n<p><strong>VPRO NOORDERLICHT &#8211; TRANSCRIPT<br \/>\nAFL. \u2018KLASSESTRIJD\u2019<br \/>\nDOOR JOS WASSINK EN ANJA VINK<br \/>\nUITZENDING 18 APRIL 2002<\/strong><\/p>\n<p>00:00 LEADER NOORDERLICHT 2001\/2002<\/p>\n<p>00:20 PAN VA SPOOR NAAR ARMOEDIGE WIJK<br \/>\nTITEL: HOUSTON, TEXAS<br \/>\nMUZIEK DR. DRE, THE WATCHER<\/p>\n<p>KLASJE:<br \/>\nONDERWIJZERES:<br \/>\nGood afternoon to each of you!<br \/>\nKLAS:<br \/>\nGood afternoon, Miss Harris!<\/p>\n<p>RIJER DOOR WIJK RECHTS<\/p>\n<p>ONDERWIJZERES:<br \/>\nI remember one incident where I did have a boy, one of my students did bring a gun to school and the whole time I thought he was playing. Until the students finally told me: he does have a real gun.<\/p>\n<p>KNAL VAN PISTOOL<\/p>\n<p>RIJER DOOR WIJK RECHTS<\/p>\n<p>ONDERWIJZERES VERVOLGT:<br \/>\nYou always had to be alert, making sure that when we left the gangs would not be fighting right outside the school for the safety of the kids and ourselves.<\/p>\n<p>PAN NAAR SCHOOLGEBOUW<\/p>\n<p>COMMENTAAR<br \/>\nZeven jaar geleden was Marshall Middle School een gevaarlijke plek. Maar nadat tijdens de zomer van vijfenegentig de hele staf werd bijgeschoold, veranderde Marshall in een oase van cultuur en ontplooiing in de arme wijk.<\/p>\n<p>JUAN GONZALES<br \/>\nSCHOOLHOOFD MARSHALL MIDDLE SCHOOL<br \/>\nI think that in our efforts striving for excellence, we\u2019ve converted good gangleaders to become good classroom leaders. And we\u2019ve empowered students to become leaders, but in the right kind of sense.<\/p>\n<div id=\"attachment_310\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=310\" rel=\"attachment wp-att-310\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-310\" class=\"size-full wp-image-310\" title=\"klas5\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas5.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-310\" class=\"wp-caption-text\">Klassestrijd<\/p><\/div>\n<p>01:51 SHOT TUNNEL BIJLMER<br \/>\nMUZIEK DR DRE, STILL D.R.E.<\/p>\n<p>TITEL KLASSESTRIJD<\/p>\n<p>PAN OVER GRAFFITIMUUR NAAR HEK; TOTAAL EXTERIEUR<br \/>\nTITEL BIJLMER<\/p>\n<p>PICTURE-IN-PICTURE:<br \/>\nLIJAN:<br \/>\nIk voel me niet meer echt veilig de laatste tijd. Laat maar zeggen<br \/>\nna de steekpartij. Voel ik me niet meer echt veilig hier<br \/>\nop school.<\/p>\n<p>CYRANO:<br \/>\nIk vind er helemaal niks an, ik vind het gewoon saai.<br \/>\nJe mag bijna niks doen hier op school.<\/p>\n<p>DION:<br \/>\nDie regels ik vind ze best wel stom. Ik vind ze stom. Ik vind<br \/>\nze shit. Want je mag niet met pet in aula lopen enzo.<\/p>\n<p>NB ONDERTITELS IVM VERSTAANBAARHEID<\/p>\n<p>LEERLINGEN LOPEN NAAR BINNEN<\/p>\n<p>AREND POUWELS, ADJUNCT-DIRECTEUR:<br \/>\nDe doelgroep die hier zit, leerlingen met grote leerachterstanden, met minder leercapaciteiten, dat is een groep die ook andere problemen met zich meebrengt. Of meer problemen.<\/p>\n<div id=\"attachment_311\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=311\" rel=\"attachment wp-att-311\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-311\" class=\"size-full wp-image-311\" title=\"klas6\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas6.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-311\" class=\"wp-caption-text\">DRUMMEN OP FRISDRANK-AUTOMAAT<\/p><\/div>\n<p>POUWELS VERVOLGT:<br \/>\nHet is gebruikelijk om een muts op te hebben, liefst daar nog een capuchon overheen van een jas die een aantal maten te groot is, waardoor je uiterlijk verborgen wordt.<br \/>\nEn dat geeft een wat dreigende indruk.<br \/>\n&#8211; Leraren voelen zich bedreigd?<br \/>\nJa. Beslist. Voelen zich bedreigd en dan heeft een leerling dat geuit in lichaamstasal, door zich te bewegen. Ze worden ook bedreigd. Er zijn leerlingen die bedreigingen uiten.<\/p>\n<p>MONITOR BEWAKINGSCAMERA\u2019S<\/p>\n<p>POUWELS VERVOLGT:<br \/>\nDe afgelopen maanden is het een paar keer voorgekomen waarvan een aantal keren buitengewoon ernstig waardoor een collega nu ook al maanden thuis is.<br \/>\nEn zulke bedreigingen zijn in de laatste maanden ook tot twee keer toe in fysiek geweld ontaard. Ouders die de schoo, binnenkomen en de docent aanvliegen.<br \/>\n&#8211; Heeft u het gevoel dat u de zaak hier nog onder controle heeft?<br \/>\nNiet altijd. En niet volledig.<\/p>\n<p>04:17 SCHOOLPLEIN; INTROSHOT BOWEN PAULLE<br \/>\nMUZIEK DR. DRE, STILL D.R.E.<\/p>\n<p>COMMENTAAR:<br \/>\nDe Amerikaanse socioloog Bowen Paulle doet hier in de Bijlmer onderzoek naar wat hij noemt het schoolklimaat, de sfeer in de school. Eerder deed hij dat in de Bronx. Dergelijke achterstandswijken interesseren hem omdat dat de plekken zijn waar maatschappelijke integratie plaats zou moeten vinden.<\/p>\n<p>SHOT BIJLMER (Z\/W EN SLOMO ZOOM IN NAAR SCHOOL)<\/p>\n<div id=\"attachment_307\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=307\" rel=\"attachment wp-att-307\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-307\" class=\"size-full wp-image-307\" title=\"klas2\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas2.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-307\" class=\"wp-caption-text\">BOWEN PAULLE<\/p><\/div>\n<p>BOWEN PAULLE, SOCIOLOOG, UNIVERSITEIT VAN AMSTERDAM:<br \/>\nThe kid\u2019s life chances are being determined by ofcourse family and the neighbourhood and the school. The mainstream society cannot do a whole lot about what\u2019s going on the the kid\u2019s livingrooms. It\u2019s very hard for the mainstream society to control or heavily influence, shape what\u2019s going on in the neighbourhood, on the streetcorner, on the soccerfield. We have a permanent integration site and we call it school.<\/p>\n<p>05:22 RIJER HOUSTON DOOR ARME WIJK<br \/>\nGETROKKEN SHOT LANGS RUINE NAAR UNIVERSITEITSGEBOUW<br \/>\nDR. DRE, THE WATCHER<\/p>\n<p>FREIBERG (OFF):<br \/>\nWe have surrounding us empoverished area\u2019s and the university is very much committed to improving the quality of the lifes of children because then they come here to become students.<\/p>\n<p>DEUR ZWAAIT OPEN, FREIBERG SCHRIJFT ACHTER BURO<\/p>\n<p>COMMENTAAR:<br \/>\nOok pedagoog Jerome Freiberg doet onderzoek naar schoolklimaat in achterstandswijken. Sterker nog, hij is de architect van het programma dat de sfeer op Marshall Middle school zo drastisch heeft veranderd. Zijn uitgangspunten stammen uit zijn eigen ervaringen als leraar.<\/p>\n<p>CROSS NAAR KLASSEFOTO<\/p>\n<div id=\"attachment_313\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=313\" rel=\"attachment wp-att-313\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-313\" class=\"size-full wp-image-313\" title=\"klas8\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas8.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-313\" class=\"wp-caption-text\">FREIBERG (VIA CHROMAKEY)<\/p><\/div>\n<p>FREIBERG (VIA CHROMAKEY): When I taught at the middle school during the day, I taught at the maximum security prison at night. And I kid people by saying I did that for my relief. The reason I taught at the prison is I\u2019ve discovered an interrelationship. The inmates that I worked with all had reading problems, they all had problems realting to adults or authority and the way they got attention was by getting into trouble. And I would teach at the prison at thursday night, friday morning I\u2019d come back an teach my classes and I had students who had reading problems, the way they got my attention was by getting into trouble and they had difficulty relating to authority or to adults. And so I began seeing a relationship between my students that I was teaching and the inmates that were at the prison.<\/p>\n<p>06:54 PAN NAAR KLAS MS. HARRIS<\/p>\n<div id=\"attachment_312\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=312\" rel=\"attachment wp-att-312\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-312\" class=\"size-full wp-image-312\" title=\"klas7\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas7.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-312\" class=\"wp-caption-text\">KLAS MS. HARRIS<\/p><\/div>\n<p>MS. HARRIS:<br \/>\nAll pens down from your warm-up.<br \/>\nGood afternoon to each of you<br \/>\n&#8211; Good afternoon, Ms. Harris<br \/>\nThank you very very much. Now at this time, everyone that has their homework, I need you to take your homework out. If you don\u2019t have your homework what will I need?<br \/>\n&#8211; A homeworknote<br \/>\nAnd what does your homeworknote say?<br \/>\n&#8211; Rabarber rabarber<br \/>\nAnd what else do you have on that sheet?<br \/>\n&#8211; Mompel mompel.<br \/>\nThank you very very much.<\/p>\n<p>COMMENTAAR:<br \/>\nFreibergs programma draait momenteel op 140 scholen. Een ervan is Marshall Middle School in Houston waar de sfeer spectaculair veranderd is. Agressie en onverschilligheid zijn goeddeels geweken voor samenwerking en betrokkenheid. Hoe is hem dat gelukt?<\/p>\n<p>MS. HARRIS SLOMO EN COLOR F\/O<\/p>\n<p>FREIBERG:<br \/>\nWhat I began learning as a teacher is that I can prevent problems from occuring, which reduces the amount of energy that I need to take. I found that I was preparing for a 45 minute class and maybe I would get through ten minutes of instruction, because the other 30 minutes of 40 minutes were being utilised by management and discipline.<\/p>\n<p>BG DISS TO MENSEN OP VERVALLEN VERANDA<br \/>\nJONGENS SPELEN OP BASKETBALVELDJE (SLOMO EN Z\/W)<br \/>\nMUZIEK: DR DRE<\/p>\n<p>FREIBERG VERVOLGT:<br \/>\nI also began realising that when I was in the community and did my shopping, the students began seeing me in a different way. And I began realising that students don\u2019t want to know how much you know, they want to know how much you care.<\/p>\n<p>MS. AGNEW SPREEKT LEERLINGEN TOE IN DE KANTINE:<\/p>\n<p>Now it\u2019s time to go to class. The bell\u2019s just rang and so you have&#8230;<br \/>\nExcuse me!<br \/>\nYou have about three minutes to get to class so let\u2019s move in a very orderly fashion, let\u2019s go!<br \/>\nAnd thank you again.<\/p>\n<p>LEERLINGEN LOPEN RUSTIG IN LANGE RIJ KANTINE UIT<\/p>\n<p>FREIBERG VERVOLGT:<br \/>\nThe other thing is: you can\u2019t do discipline on your own. You need cooperation. So having cooperation from the students becomes very critical.<\/p>\n<p>BG SLOMO WERKENDE LLN (SLOMO EN Z\/W)<\/p>\n<p>FREIBERG VERVOLGT:<br \/>\nOrganisation is very important. Students don\u2019t like chaos but they will participate in it. And so I needed a classroom environment that was both comfortable but organised.<\/p>\n<p>KINDEREN OP RUG GEZIEN OP WEG NAAR HUIS<\/p>\n<p>FREIBERG (CONT\u2019D):<br \/>\nThe final thing is community. There has to be a positive link between the school and the home. We should be able to contact parents when things are going well and not just when things are going bad. And particularly for youngsters from low backgrounds, low economic backgrounds, their parents most likely were not succesfull in school. So we cannot expect them suddenly to be excited about school, just because their child is in school.<br \/>\nSo it\u2019s really five things: it\u2019s prevention, caring, cooperation, organisation and community.<\/p>\n<p>MS. HARRIS OVER WARM-UP EN HOMEWORK<\/p>\n<p>COMMENTAAR:<br \/>\nEen van de sleutels tot het succes van Freibergs methode is de grote betrokkenheid van leerlingen. De zogenaamde lieverdjes te betrekken is niet lastig, dat doet iedere leraar, maar hoe bereik je afstandelijke en onverschillige leerlingen?<\/p>\n<p>BG SLOMO EN COLOR F\/O<\/p>\n<p>FREIBERG:<br \/>\nI did a content anaysis of everything that teachers do. There\u2019s a hundred different things that teachers do every day. I said: of all the things that teachers do, what can students do? And so I created these managers in the classroom oportunity. Because students need to feel they\u2019re engaged and they\u2019re worthy.<\/p>\n<p>RONDJE LEERLINGEN OVER HUN JOBS<\/p>\n<p>FREIBERG VERVOLGT:<br \/>\nI formalised the process; we post the jobs, we have job applications, we have job interviews where students are actually interviewed for the positions by the teacher. They\u2019re in those positions for about six weeks and then they rotate, somebody else gets it. They have to train the person who\u2019s coming in new. It\u2019s like real life.<\/p>\n<p>MS HARRIS SLUIT AF:<br \/>\nWhen we get ready to go, what do we do?<br \/>\n&#8211; Mompel-mompel<br \/>\nWe get the room ready as if it\u2019s ready for a brand new class.<br \/>\nLet\u2019s get the room ready to go!<br \/>\nKLAS RUIMT OP<br \/>\nAll papers should be off of the table, all papers should be off of the floor and all the books should be stacked on the book table.<\/p>\n<p>JUAN GONZALES, DIRECTEUR:<br \/>\nI think that the biggest message that comes through without being spoken is that a good citizen participates. That\u2019s an active role. A good citizen in this country or in any country is someone that votes, that is concerned about the environment and does something about it, that gets an education. Because their role is important to society and I think that is the message that the kids are learning without realising that they\u2019re learning.<\/p>\n<div id=\"attachment_309\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=309\" rel=\"attachment wp-att-309\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-309\" class=\"size-full wp-image-309\" title=\"klas4\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas4.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-309\" class=\"wp-caption-text\">EXT. MARSHALL MIDDLE SCHOOL<\/p><\/div>\n<p>13:01 INGANG SCHOOL BIJLMER.<br \/>\nMUZIEK DR. DRE, WHAT\u2019S THE DIFFERENCE<\/p>\n<p>MET PETTEN OP AAN DE TE LAAT BALIE<\/p>\n<p>AREND POUWELS, ADJUNCT DIRECTEUR:<br \/>\nEr is een harde kern van leerlingen die continu problemen veroorzaken die nauwelijks te beinvloeden zijn, althans door ons als docenten.<br \/>\n&#8211; Hoe groot is die groep.<br \/>\nIk durf het niet precies te zeggen, maar ik schat die groep ergens tussen de 5 en de 10 %. Ik ben er wel van overtuigd dat er in elke klas wel een leerling zit die je tot die groep kunt rekenen en dat maakt het in elke klas al moeilijk om les te geven.<\/p>\n<p>KLASLOKAAL, BOWEN PAULLE GEEFT LES<\/p>\n<p>COMMENTAAR:<br \/>\nVanwege het grote tekort aan leraren heeft de school Bowen Paulle verzocht om engelse les te geven. Met als gevolg dat Paulle tegenwoordig het schoolklimaat niet alleen meer observeert, maar ook ervaart.<\/p>\n<p>BO GRIJPT IN BIJ ORDEPROBLEEM<\/p>\n<p>BOWEN PAULLE,<br \/>\nSOCIOLOOG, UNIVERSITEIT VAN AMSTERDAM:<br \/>\nYou have -again- this hard core group of kids which are extremely, extremely hard to handle. It\u2019s extremely hard to get the class moving in a productive way. I\u2019ll give you a concrete example: talking in class. Quite simple: Jongens nu even stil. And the moment that you\u2019re asking for silence: one two, three conversations. It can make you a little bit coo-coo.<\/p>\n<p>KLASSEFOTO J\u00d8RGEN KRIELE; Z\/W<\/p>\n<p>PAULLE VERVOLGT:<br \/>\nThe main problem, the essence of the problem is that the conditons necessary to teach, to create a healthy learning environment are missing.<\/p>\n<p>STOERE JONGENS BIJ AUTOMAAT<\/p>\n<p>COMMENTAAR:<br \/>\nVolgens Paulle is het hoog tijd om de orde in de klas en op school te heroveren. Desnoods eerst met harde hand.<\/p>\n<p>BEELD SLOMO EN COLOR F\/O<\/p>\n<div id=\"attachment_308\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=308\" rel=\"attachment wp-att-308\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-308\" class=\"size-full wp-image-308\" title=\"klas3\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas3.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-308\" class=\"wp-caption-text\">+++<\/p><\/div>\n<p>PAULLE:<br \/>\nThe situation is so advanced in a negative spiral, it\u2019s so far right now that we have to temporarily start with external constraints, external social constraints, positive and negative. And then hopefully when you -to say it dramatically- win the battle for cultural hegemony, when you have this stable situation, then you can hope it\u2019s going to come from the inside from the kids.<\/p>\n<p>16:14 MEIDEN BIJ COLA-AUTOMAAT IN HOUSTON; COLOR F\/O<\/p>\n<p>FREIBERG:<br \/>\nDiscipline in itself is not a bad term. What we try to create is self-discipline. If the teacher has to constantly disciplin the children, they\u2019re not learning a lot. What we try to acquire is self-discipline. So if you can prevent problems from occurring in the first place, you don\u2019t have to worry about disciplining kids.<\/p>\n<p>SHOT OVER TAFEL IN KANTINE (SLOMO EN Z\/W)<\/p>\n<p>PICTURE-IN-PICTURE:<br \/>\nCELIA:<br \/>\nIt can be strict at times but it does sort of give you not a lot of freedom, but it does give you freedom. Like not very many freedoms but sometimes they give you. They trust you and sometimes they don\u2019t.<\/p>\n<p>RUBEN:<br \/>\nI think the rules that they have for us are good. \u2018Think maybe the punishments sometimes are too harsh but I think the way the school is run is good.<\/p>\n<p>JEANETTE:<br \/>\nI think about school like a disciplinary area where they try to shape you up for the future. You know, try to give you like an idea how it\u2019s gonna be later on in life.<\/p>\n<p>KIDS IN GANG; SLOMO EN Z\/W<\/p>\n<div id=\"attachment_306\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=306\" rel=\"attachment wp-att-306\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-306\" class=\"size-full wp-image-306\" title=\"klas1\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas1.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-306\" class=\"wp-caption-text\">+++<\/p><\/div>\n<p>FREIBERG:<br \/>\nWhat I found in the students that I worked with is they lacked a level of consistency in their own lifes. They weren\u2019t bad, they weren\u2019t good kids, they simply lacked an environment that provided them with the consistency And support that allows them to function well in school.<br \/>\nI began looking at what kinds of levels of consistency can I provide them. And consistency isn\u2019t rigidity, it\u2019s predictability.<\/p>\n<p>TWEE OBSERVANTEN IN DE KANTINE<\/p>\n<p>COMMENTAAR:<br \/>\nEen gestructureerde leeromgeving is \u00e9\u00e9n poot van Freibergs systeem, maar de andere, minder belichte kant is de geoliede machine van voorschriften, surveillance en sancties.<\/p>\n<p>GANG MET LEERLINGEN, SLOMO, Z\/W EN LAAG STANDPUNT<\/p>\n<p>PICTURE-IN-PICTURE:<br \/>\nMARITA:<br \/>\nIn other schools, they can wear want they want but we\u2019have to wear unifroms like they categorise us. Each grade has a different uniform so they can tell who\u2019s who and everybody has a certain floor they have to be in. They don\u2019t let us be all bunched up. We have to be separated from our grades.<\/p>\n<p>JUAN GONZALES:<br \/>\nWe have our concerns with discipline. We have set and established consequences for misbehaviour. For example having your shirt tail out is a dress code violation or not wearing the proper uniform to school. We\u2019re a uniformed school and those kinds of issues.<\/p>\n<p>HEK LEIDT NAAR APART GEBOUW<br \/>\nBINNEN ZITTEN LEERLINGEN STRENG GESCHEIDEN IN U-VORM<\/p>\n<p>GONZALES VERVOLGT:<br \/>\nWe also have in school suspension. We have a teacher on staff. His fulltime job is for students that have been suspended within the school for anywhere from one to three days. That is for significant offenses or chronic offenses. Disrespect to a teacher or to another student, profanity, vulgar language, these are issues that we set a high standard on.<\/p>\n<p>MUZIEK DR. DRE, WHAT\u2019S THE DIFFERENCE<\/p>\n<p>EXT. SCHOOL MET SCHOLIEREN AAN WERK AAN BORD<\/p>\n<p>19:30 EXT. SCHOOL BIJLMER MET SCHOLIEREN AAN WEERSZIJDE HEK<\/p>\n<p>BOWEN PAULLE VOOR KLASSEFOTO:<br \/>\nWhat Freiberg really emphasises is the self-discipline coming from the inside -self discipline- coming from the inside, the stimulation, the rewards but also the sanctions coming from the inside, not external but internal.<br \/>\nEvery teacher wants that. Every teacher wants to stop being the policeman.<br \/>\n&#8211; So how does he succeed?<br \/>\nI think that when I see the footage that you took in Houston, I\u2019ve never been there ofcourse, I see an underlying very very strict and very effective sanctions regime. Maybe just below the level. Creating a level of calmness, creating a level of organisation in which kids then have the space to develop this disposition, to develop this self discipline.<\/p>\n<p>MARSHALL MIDDLE SCHOOL: SCHOOLBEL EN HELE GANG STROOMT VOL MET LEERLINGEN<\/p>\n<p>PAULLE VERVOLGT:<br \/>\nFor example, on every floor all over the schools there are \u201cDeans of Discipline\u201d, people involved in discipinary procedures, who have a walky-talky constantly being able to say: I have a problem on the third floor. If there\u2019s..<br \/>\n&#8211; Policeofficers?<br \/>\nPolice oficers ofcourse. If these people with the walky-talky can\u2019t handle it, there are two police officers in the school. Freiberg ofcourse would say: look, there are all these positive things this person is not mentioning right now. I think just under the level, just under the observation level what you see going on, there\u2019s this world of sanctions ready to spring out.<\/p>\n<p>21:21 POLITIEMAN VOOR SCHOOL, ZOOM UIT<br \/>\nEN ANDERE POLITIEMAN IN VOORGROND. SCHOOL GAAT UIT<\/p>\n<p>PAULLE VERVOLGT:<br \/>\nAnd if this sounds terribly repressive, the walky-talkies, police in school and everything else, I think you need to realise that there\u2019s a large percentage of kids who really thrive in a school like the one that Freiberg has set up.<\/p>\n<p>PAULLE IN LEEG LOKAAL VERVOLGT:<br \/>\nAnd people might come to think of it as much less repressive than inaction; not trying to do something, not trying to radically change what\u2019s going on also has it\u2019s moral consequences, it\u2019s also a decision in terms of social experimentation. Letting these schools function at the way they\u2019re functioning now is also a decision which has consequences.<\/p>\n<p>HEK BIJ SCHOOL BIJLMER SLUIT MET KLAP<\/p>\n<div id=\"attachment_314\" style=\"width: 330px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/www.joswassink.nl\/inzicht\/?attachment_id=314\" rel=\"attachment wp-att-314\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-314\" class=\"size-full wp-image-314\" title=\"klas9\" src=\"http:\/\/www.joswassink.nl\/insight\/wp-content\/uploads\/2010\/07\/klas9.jpg\" alt=\"\" width=\"320\" height=\"210\" \/><\/a><p id=\"caption-attachment-314\" class=\"wp-caption-text\">POLITIEAGENT<\/p><\/div>\n<p>23:05 SCHOOL GAAT UIT IN HOUSTON, POLITIEAGENT MAAKT PRAATJE MET LEERLINGEN;<\/p>\n<p>FREIBERG IN KANTOOR:<br \/>\nChildren neeed sources to build their resilience. If everything in their life is chaotic there\u2019s nothing for them to draw from. But if they can come to an organised and predictable school environment, they can see that their home environment isn\u2019t the norm. They can learn, they can go beyond where they are now. But if everything is chaotic, then they will not learn.<br \/>\nThe classroom can be a stepping stone to a whole new life, a whole new carreer.<\/p>\n<p>MUZIEK DR. DRE, FORGET ABOUT DRE<\/p>\n<p>WS SCHOOL GAAT UIT (Z\/W EN SLOMO)<\/p>\n<p>PICTURE-IN-PICTURE<br \/>\nCELIA:<br \/>\nAfter the school I want to become a veterinary \u2018cause I love animals. I have four dogs. I used to have five, but one died.<\/p>\n<p>RUBEN:<br \/>\nI want to go into major into computer science, do computerdrafting or something. I like to draw a lot. So maybe design cars or something.<\/p>\n<p>JEANETTE:<br \/>\nOh, I want to be a writer. I\u2019ve always adored writers and their books and everything.<\/p>\n<p>UITZOOM, SCHOOL GAAT UIT<\/p>\n<p>23:35 DAAROVERHEEN DE AFTITELING:<\/p>\n<p>SAMENSTELLING &amp; REGIE<br \/>\nJos Wassink<\/p>\n<p>RESEARCH:<br \/>\nAnja Vink<\/p>\n<p>CAMERA<br \/>\nNiels van \u2018t Hoff<\/p>\n<p>GELUID<br \/>\nMenno Euwe<\/p>\n<p>MONTAGE<br \/>\nFloor Rodenburg<\/p>\n<p>MIX<br \/>\nPiet Rodenburg<\/p>\n<p>KLEURCORRECTIE<br \/>\nXandra ter Horst<\/p>\n<p>MMV<br \/>\nProf. Dolf van Veen<br \/>\nTheo Piets<br \/>\nAndr\u00e9 Vet<br \/>\nJohn Conrad<br \/>\nJ\u00f6rgen Kriele<br \/>\nSaundra McNeese<br \/>\nDr. Kim Agnew<br \/>\nMs. Harris<br \/>\nMs. Lara<\/p>\n<p>LEERLINGEN:<br \/>\nLijan Quinindongo<br \/>\nCyrano Wiebers<br \/>\nDion Lemmens<br \/>\nCelia Sosa<br \/>\nRuben Pineda<br \/>\nJeanette Saucillo<br \/>\nMarita Manzano<\/p>\n<p>COMMENTAAR<br \/>\nTessel Blok<\/p>\n<p>LEADER<br \/>\nLaurens Orij, Bob Stel &amp; Merijn Verhagen<\/p>\n<p>REDACTIE<br \/>\nEugene Paashuis<br \/>\nSimon Rozendaal<br \/>\nKarin Schagen<br \/>\nMarie Lou Schoenmakers<br \/>\nAnnemieke Smit<br \/>\nGer Wieberding<br \/>\nRobert Wiering<\/p>\n<p>WEBREDACTIE<br \/>\nJacqueline de Vree<br \/>\nMarc Koenen<br \/>\nFrank Nuijens<\/p>\n<p>PRODUKTIE<br \/>\nKarin Spiegel<br \/>\nMadeleine Somer<\/p>\n<p>EINDREDACTIE<br \/>\nHansje van Etten<\/p>\n<p>24:00 EINDE<\/p>\n<p><a href=\"http:\/\/www.joswassink.nl\/insight\/?p=305\">English version&#8212;&gt;<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Klassestrijd VPRO Noorderlicht \/ 24 min \/ 18-04-2002 Op scholen in achterstandswijken is nauwelijks meer les te geven. De houding van de leerlingen ten opzichte van school varieert van desinteresse tot vijandigheid en de school neemt z&#8217;n toevlucht tot een steeds strenger regime. Is er een uitweg uit deze wurggreep? Volgens de pedagoog H. Jerome [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18],"tags":[],"class_list":["post-277","post","type-post","status-publish","format-standard","hentry","category-vpro-noorderlicht"],"_links":{"self":[{"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=\/wp\/v2\/posts\/277","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=277"}],"version-history":[{"count":5,"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=\/wp\/v2\/posts\/277\/revisions"}],"predecessor-version":[{"id":2044,"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=\/wp\/v2\/posts\/277\/revisions\/2044"}],"wp:attachment":[{"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=277"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=277"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.joswassink.nl\/inzicht\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=277"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}