A better future means fewer 'broken windows'
'BROKEN WINDOWS' represents a strategy
that can be used to stabilise the social dimensions of the school's systems.
It is not a matter of 'zero-tolerance' in the school context, except in
Rather Broken Windows reduces disruptive factors and achieves greater overall consistency
(less variation) in everyone's expectations and responses.
The version of 'Broken Windows' outlined below involves all members of the
School community in substantial improvement for all. The approach is educational
rather than coercive (cf 'zero-tolerance') and works well.
Broken windows - underlying principles...
- The care and attention* we give demonstrates the value
we place on matters and things
- Most of us (attempt to) respond to the value we perceive that others place on matters
[*Note: with young children we may need to point out 'the obvious' so that they
notice our care & attention]
- Prevention - better than cure
- design and manage your systems well
- make it easier for people to do well and to manage themselves well
- Maintenance - make prompt responses
- Values Education
- demonstrate (modelling) that we care
- explaining why we care
- Explicit Expectations - provide
language, structure &
- Expectations & Respect - have high
- most can do it
- we cannot know what a person can't
- having high expectations is a sign of respect
- Consistency - involve all in similar
and consistent ways
- Not a simple remedy for all ills - remember the Law of TANOBWAY: 'There ain't no one best way'
As developed by Riverside Primary
School from an AEU article by Viktor Zappner based on the original 'Broken Windows' paper.
- Make expectations explicit (involve others in deriving &
clarifying the expectations if necessary)
- Make expectations achievable
- Show that we care - 'walk the talk'
- Explain why we care - leadership, values education, develop
- Achieve agreement across and throughout the School and its
- Arrange prevention: identify frequently broken 'windows' & develop
- Fix the 'window' promptly when it gets broken and involve 'the perpetrator'
- Monitor and celebrate improvements
- Use alternate responses if the 'window' gets broken repeatedly by
the same people
Students contributions to Broken Windows
- Making the expectations explicit & achievable helps to ensure that students
& their families & friends
- understand (and accept) the expectations
- have the necessary capabilities to make the appropriate responses
- Showing why we care helps ensure that students
- consider the benefits of the expectations
appreciate and respect the rights of others
- Prevention helps ensure that students
monitor their own behaviour intelligently
- benefit from the helpful actions of others
are encouraged to manage themselves well
achieve personal change that might be necessary
- Involving students in fixing 'windows they have broken' helps to ensure that students
share responsibility with those around them
accept the consequences of their actions
exercise initiative to rectify and improve situations
learn from their mistakes
have an opportunity to make restitution & achieve
- Celebrating improvement helps ensure that students
know their efforts are known and appreciated
achieve a greater sense of belonging
have a firm basis for pride in their achievements
- Students who repeatedly create 'broken windows' have the chance to learn that are part of a larger world which has a considerable capacity to respond to their actions.
Management using 'Broken Windows'
1. Select windows: What 'windows get broken' around here?
eg, late arrival at school,
not wearing uniform,
lack of care for property,
lack of care with work done,
2. Check for available data - does reality match perceptions?
3. Establish school priorities for attention: prevention & response?
4. Teams or working groups:
· Choose a 'window' or two
· Work through the strategies in order for each 'window'
(see above strategy)
· Present to whole group
5. Whole group consider and decide:
Nb. Each draft 'Broken Window' can give rise to an action plan
to ensure its implementation. In a school context, something can be deemed to be
implemented when it becomes part of the school culture,
when it is generally expected and happens as a matter of course without intervention.
Is it really new?
Chances are the above represents the best of what you already do.
Perhaps this framework will enable everyone to be a little more
consistent and collaborate a little more easily.
An experiment by Philip Zimbardo, the
results of which were further developed by James
Q. Wilson and George L. Kelling:
Philip Zimbardo, a Stanford psychologist, reported in 1969 on
some experiments testing the broken-window theory. He arranged to
have an automobile without license plates parked with its hood up on
a street in the Bronx and a comparable automobile on a street in
Palo Alto, California. The car in the Bronx was attacked by
“vandals” within ten minutes of its “abandonment.” The first
to arrive were a family -- father, mother, and young son -- who
removed the radiator and battery. Within twenty-four hours,
virtually everything of value had been removed. Then random
destruction began -- windows were smashed, parts torn off, the
upholstery ripped. Children began to use the car as a playground.
Most of the adult “vandals” were well-dressed, apparently
clean-cut whites. The car in Palo Alto sat untouched for more than a
week. Then Zimbardo smashed part of it with a sledgehammer. Soon,
passersby were joining in. Within a few hours, the car had been
turned upside down and utterly destroyed. Again, the “vandals”
appeared to be primarily respectable whites.