An Ethic of Excellence: Building a Culture of Craftsmanship with Students

Ron Berger’s An Ethic of Excellence: Building a Culture of Craftsmanship with Students is a very good book. At 156 pages in length it is a quick read and Mr. Berger demonstrates his personality and philosophy throughout his writing. The book was published by Heinemann and at the writing of this review; it costs $25.55 new and $1.35 used. The book focuses around three toolkits that Mr. Berger emphasizes are the keys to this paradigm shift. These include excellence in the culture, excellence in the work and excellence in the teaching. He focuses on high quality work, through high quality assignments with an emphasis on real-world problems being solved through projects. These projects are his curriculum, not something that supplements his curriculum. These toolkits have a foundation in Mr. Berger’s experiences, which he utilizes examples frequently in his writing and work through Expeditionary Learning. With the introduction and chapter 1 Mr. Berger talks about his experiences teaching elementary school in a small town. He talks about using student work to help with the buy-in of his ideas. He also demonstrates how these are not the best and brightest students, but students with strengths and weaknesses. Chapter 1 he makes an argument for having multiple drafts and how this is the compelling argument, not the end product. He talks about supporting students, keeping a library of student work and advocating for his students. Chapter 2 starts a framing device of a school that he worked with as well as the first toolkit. Mr. Berger talks about culture being the key for success. He talks about how it is not a one-sized fits all answer through. For him, the culture is with the great work that students are proud of. He also discusses the importance of having the parents and community support this culture and add to it. He also talked about peer pressure. He gave a story of how a positive culture can lead to positive peer pressure to make changes for students. He also told a story about community growing and changing the perspectives of students once they have those personal connections to others. Chapter 3 continues this framing device with a story about the principal not wanting the teachers to make changes to the school; it also focuses on the second toolkit. Mr. Berger addresses an argument that students need to develop self-esteem prior to starting good work; his counter argument is that high quality work will build self-esteem itself. He also argues that projects need to be meaningful and have value to the students. Through his teaching model the projects are the curriculum. This is common in Expeditionary Learning schools. He also addresses concerns about literacy and research performed by students. He has a few examples about how research isn’t written at a level for his students, but he scaffolds supports for them to reach this level. He also goes through an argument for 5 parts to his work models, drafts, critique, public involvement/feedback and the use of assessments. He ends with information on the water study that put his school on the map. Chapter 4 and the afterword focus on teachers, education and teacher support. Mr. Berger makes a case for teacher support. He talks about two times in his life that he has left teaching and returned. He makes an argument that teaching needs to be scholarly with teachers making connections, documenting their successes and failures and sharing those results. He makes an argument about supporting teachers and letting them challenge themselves to try new ideas. In the afterword he talks about state test data and other measures of success. He is asked how to scale up his methodology to a school wide and nation wide program, to which he argues that it shouldn’t. His argument is that this works for him, his students and his school. Other teachers can build on these ideas, but need to make them make sense and make them their own. Multiple times he addresses the fact that it is not a one-size fits all idea. He also focuses on the former students that he has had, and the successes that they have in life and that being the most important measure. There are two great aspects and insights within Mr. Berger’s writing that stood out to me. First, his writing style is welcoming and very blunt. His personality is evident throughout his writing style. While he makes arguments for his case, it is written as if he is having a conversation with the reader. Mr. Berger is very open and honest about the fact that this isn’t a magic formula that will fix everything all at one. He suggests little steps and acknowledges that this will look different for every classroom. Second, the examples that he uses are very persuasive. Mr. Berger focuses on examples from within his class, as well as citing other great teachers with examples from their classes as well. He has a plethora of real students and real situations that add expertise and authenticity to his writing. This parallels his approach to presentations that are mentioned multiple times throughout the book where it is hard to comprehend the work being completed by students, until you see the drafts, critiques and process that lead to this great work. With that being said the book is not without its faults. Mr. Berger’s opinions about standardized tests and policy makers are very negative. These are two very easy targets to have criticisms of however, Mr. Berger is very biased and there are more criticisms than critiques. This book was written in 2003 and it would be interesting to see if common core or other state standards would receive similar criticisms if the book were written more recently. Another negative is that the reader would benefit from more information on Expeditionary Learning. That background knowledge is crucial for helping with the understanding of Mr. Berger’s argument. He gets very far into his book before he really explains how projects are utilized in his school and classroom. If this is a book that sounds interesting, I would suggest having some background knowledge on Expeditionary Learning before starting the book. Does a book written in 2003 still have merit to educators in 2022? I believe so; there are many great ideas, questions and arguments that are more important today than they were almost 20 years ago. I finished the book inspired and with ideas of changes that I want to make to my classroom and discussions to have with my administrator. Mr. Berger talks in this book about every school saying that they have high expectations of their students, but argues that for many schools they are hollow words. It made me question exactly how our school’s culture demands these higher expectations and makes them into a school norm. This book isn’t going to be for everyone, especially for those that want a guaranteed way to improve school test scores, but I also think that is ultimately the point Mr. Berger wants to make; how do you measure the impact that you as a teacher or your school really has on the lives of your students?

During my experience as a teacher over the past 15 years, I have often found myself searching for ways to inspire my students to desire performance at a level of quality and excellence. On many occasions, teachers struggle with students submitting work, which has been rushed through and turned in quickly just so that the student can say the job has been finished. I have found myself handing back assignments to students, often asking students to apply more effort and correct their initial hurried attempts. This issue with student work is a challenge that I believe all teachers have faced at one point or another, and many continue to grapple with daily in the typical classroom setting.How can it be possible to mold students from apathy into being the producer of high-quality work and reaching for their highest level of performance? How do we design “an ethic of excellence” in our classrooms and corresponding communities? Ron Berger provides his answers to these questions in his book, An Ethic of Excellence: Building a Culture of Craftsmanship with Students, published in 2003 by Heinemann, Portsmouth, NH. The book consists of 156 pages of strategies and ideas concerning how to develop an “ethic of excellence” (Berger, 2003) in schools and in the communities in which schools reside. It is available both in libraries and online at Amazon.com for the current price of $19.29.Being a carpenter by trade as well as an experienced educator, Berger begins by stating that as a teacher, he wants “a classroom full of craftsmen.” (Berger, 2003, pg. 1) Work that is submitted by students is complete, using ample time, careful thought, and dedicated effort to exemplify pride and hard work. Berger does not leave the impression that this is an easy task and is sure to convey that excellence is a continuing process. Berger discusses the value of high-quality student work. I consider the discussion of high-quality student work a strength of this book. Berger is descriptive in his explanation of this concept. To demonstrate the importance of quality student work, Berger begins by telling a story about losing his baggage in an airport. This baggage contained student work that Berger described as “irreplaceable.” (Berger, 2013, pg. 13) Not only does Berger use these specific student work examples for teachers in workshops and conferences, but he also uses these examples with his students as a model of the type and quality of the work he expects them to produce.Berger’s book has guided me in a more profound understanding that students cannot possibly know what quality work is without exposure to quality examples. The adage “lead by example” kept haunting me as I read through Berger’s introduction. I understand and agree with this concept, although I have considered the chance that exposure to specific examples could contribute to a lack of originality in the work of some students.Berger also discusses the project approach to teaching and learning, and the role played by these premises when establishing a culture of excellence in the classroom. He reiterates the importance of using models of excellent work and allowing students multiple drafts with peer and teacher critique to produce quality work. According to Berger, doing this is key to getting “off this treadmill” of the unpolished student product. (Berger, 2003, pg. 87) This portion of the book was the part that I struggled with the most. While I agree that teachers must provide students with the time, constructive criticism, and opportunities to redraft for students to perform at an optimal level, I have difficulty ascertaining where the time necessary for such elaborate projects could fit into a typical daily classroom schedule. My favorite part of the book was Chapter 2, titled The First Toolbox: A School Culture of Excellence. In this chapter, Berger explains what I feel plays a vital role in the development excellence. Berger confronts the area of the school and community culture, stating that the attitude of a school and community reflects the culture which prevails in that school and community. In this chapter, Berger says that “schools need to consciously shape their cultures to be places where it’s safe to care; where it’s cool to care.” (Berger, 2003, pg. 35) He tells of how he and other school employees worked together to create this atmosphere in his school. As Berger states, “to fit in this school, working hard and treating people well is expected” (Berger, 2003, pg. 38), all of which are positive values. Berger also makes known that “building and maintaining a positive community takes constant vigilance.” (Berger, 2003, pg. 50). I enjoyed reading this chapter because it gave me a sense of optimism for the success of these ideas in my school and community. Building the concept of excellence is a cultural value that would benefit all students and community members. The end of Berger’s text approaches the topic of teaching as a craft as well as pride in teaching. I could relate quite well to this chapter. I am aware that when a teacher does not feel valued, then they also tend to decline in excellence. Berger discusses the plight of the first-year teacher, left in a classroom alone to wade through the murky waters of their first class. He mentions the lack of adequate teacher planning time as compared to other nations such as Japan.Berger also explains that his working conditions are not typical conditions for most teachers in the profession. He says that “the working conditions of the profession are awful.” In contrast, Berger admits that his own personal “working conditions are not typical.” (Berger, 2003, pgs. 140 - 141) It was refreshing to see that he did not imply that all teachers should be able to orchestrate the process of excellence without significant hurdles to cross.After reading this book, I would give it four stars out of 5. Berger’s ideas of implementing project learning were a different approach to a design with which I am familiar. This book is Berger’s attempt at infusing ideas to promote authentic learning opportunities in schools by focusing on both school and community values. I believe he was able to demonstrate this through thoughts and descriptions of actual projects and learning that has taken place in his classroom as well as other classrooms where he has observed.I enjoyed reading about Berger’s ideas and the process he followed to achieve his classroom goals and school goals. At the same time, I still have some reservations concerning the process it would take to accomplish these goals, which is the reason I chose not to give the book a higher ranking. I would nevertheless recommend this book to any educator who needs a reset of their mind and refreshment of ideas. I know that I have been refreshed with renewed thoughts concerning my next year in education by reading Berger’s book.A critical takeaway when considering Berger’s advice in his book is to “start small” and “do something well and build from there.” (Berger, 2003, pg. 152) I believe that this advice is key to aiding my focus on what is essential and daring me to plan more “excellent” learning experiences in my classroom. I think it could help you, as well.

This book is not overly long and justifies a way of teaching that engages pupils in important, real-life projects. It advocates teaching skills in context, as a way of overcoming real problems and, most of all, it encourages pupils to regard their work as something worthwhile and beautiful that deserves the time, effort, honing and revisions of a true craftsman. It is an antidote to the "office school" and exam factories that are so beloved of government but so much less effective in creating life-long, effective learners.

Brilliant! Every teacher should read this - (I include headteachers in this....we are ALL teachers). It would also be great if Education secretaries would read it.....and Ofsted Too. We need to STOP going down the route of testing, tracking data - and go back to excitement and excellence. Ron Berger show us another way - there is still rigour, and high standards, but it is focused on REAL learning, and giving children to quality of education they deserve. It is an inspiring book, and I recommend it to anyone involved in education.

Written by a teacher who genuinely loves what he does and has a passion for quality work. I wish I read this book 7 years ago at the start of my career. However, it has given my values of eduction and teaching a reboot. Ron Berger and project based learning has reinvigorated by passion for teaching and my role as a designer of excellent learning through authentic student projects. I'm @travelgeordie on twitter.

I love this book!

As described and prompt delivery.