Mr. Jonathan Parker
Assistant Principal, Yeshivat Or Chaim

The fire alarm went off at the gym recently.  There was a siren and a flashing light, and for a moment everyone in the gym stopped and looked at one another.  Then we went back to our routines. A recorded voice then came over the P.A. to announce that the alarm had been triggered in another area of the mall, and more details would be forthcoming.  The siren and the lights continued, as did all of our gym-routines and the blaring techno music. Several minutes later the recorded voice returned, this time to announce that all patrons of the mall were to evacuate immediately.  The siren and the flashing lights picked up their tempo; everyone in the gym looked around, then continued with their routines. I left – only because I happened to be finished – but on my way out I saw people entering the gym in the midst of the sirens, lights, and announcements.  I took the stairs instead of the elevator and saw mall-walkers walking and coffee-drinkers socializing, all seemingly oblivious to the imminent danger all around us.

Reflecting on this series of events, the educator in me wondered what had just happened. Beginning before kindergarten and reaching through high school graduation we are drilled in what to do in the event of a fire alarm: quickly (but not too quickly!) and quietly form an orderly line, then immediately leave the building to a safe location and await further instructions.  The last person out the door needs to close it behind him/herself. How did a mall full of people with 14+ years of fire drills four times each year manage to bungle this so badly? Given the deplorable outcome, is there even value in teaching this skill?

People know the probability of the fire being a real threat is low, so will not leave until there are perceivable signs of fire (smoke, flames, etc.);The American Psychological Association (A.P.A.) has summarized much of the research into group responses to evacuation orders.  They found that some of the factors behind reluctance to leave – even when there are audio and visual cues to do so – are:

  • People are governed by inertia, and will continue doing a current activity unless forced to stop;
  • People like clearly defined directions, and a bell or a light is ambiguous.

Gretchen Rubin, author of The Happiness Project, notes that people will also be more willing to follow evacuation orders if we appeal to their individual natures.  She breaks down psychological make-ups into four tendencies: Questioners, Obligers, Rebels, and Upholders (you can research your own Tendency by taking  this quiz).  With regard to evacuations, Rubin recommends:

  • Upholders will evacuate if the notice states clearly that people are expected to leave.
  • Questioners will evacuate if they are convinced that this action makes sense.
  • Obligers will evacuate if there is external accountability.
  • Rebels will  evacuate if staying put would limit their freedom and comfort.

Looking at all of this data together, it seems that people can be better-motivated to listen to fire-alarms if we make sure that the alarms clearly define the nature and scope of the problem, and motivate individuals by describing the personal outcomes of non-compliance.

Perhaps the reason that upwards of 56 fire-drills do not translate into the expected actions is that in a school setting, there is an authority figure making sure to explain what to do and why to do it, while in adult life we are left to our own recognizance.  Classroom teachers intuitively apply the lessons noted by Rubin and the A.P.A. When teachers distribute assessments, we go into great detail as to the weighting of specific elements, the skills that will be used, and the intricacies of the content. Scaffolding assignments allows students to see how each piece of work impacts on the next, and rubrics and learning goals give students explicit expectations and perceivable signs of success.  By linking assessments directly to what has been studied in class, teachers capitalize on the inertia in the students’ learning, and by motivating everyone in the class teachers avoid any potentially negative group-think that could impede progress.

With regard to Rubin’s Four Tendencies, teachers are all trained to differentiate tasks to meet the needs of different learners.  We all recognize the necessity of following Mishlei’s directive to “chanoch l’na’ar al pi darko” (22:6).  Teachers know that by differentiating our methods of instruction and assessment we will capitalize on each student’s strengths and bolster his/her areas of need.  All of this leads me to believe that nobody evacuated the gym not because they didn’t know what to do, but because they hadn’t learned how to act appropriately without an authority figure present.  Every student is able to act on good educational cues when the teacher is there, but most students won’t work when on their own recognizance.

Enabling students to act independently and to self-advocate is a mission that Bnei Akiva Schools takes very seriously.  One of the primary reasons we offer Geography, Civics, and Careers as online courses is to teach students how to work independently, and to achieve clearly defined goals without someone standing over their shoulders.  This year we have also set aside one period each week for all students in the schools to meet with their Rebbeim (Or Chaim) and Religious Guidance Counsellors (Ulpanat Orot) to work on exploring identity, character, and advocacy in small groups using a tailor-made curriculum.  The progress of this curriculum will be assessed annually through anonymous surveys of both faculty and students, and we will see its effects in the culture of our classrooms and the health and happiness in our hallways. Leadership opportunities such as Student Council, the Grade 9 Shabbaton, and many more all offer experiential avenues to internalizing the lessons of independent action.  As we’ve seen above, it is not enough for our students to be academically savvy; graduates from Bnei Akiva Schools must be equipped to function, succeed, and thrive outside our walls, and we take seriously the responsibility to prepare them with the necessary skills.