classroom jobs – Montessori Muddle

market-board — Classroom jobs market trading board.

I pitched the jobs trading idea to the class today over lunch. Ever since our first immersion, when couldn’t figure out how to sit down together for dinner, I’ve been working on getting them to think of mealtimes as a time for community building. Yesterday and today we had group discussions while we ate, which actually worked quite well for having a civil conversation.

I set up the basic jobs table for the next two weeks and established that the jobs supervisor would be the only person with the ability to authorize trades. We’re using the whiteboard above, which I like because it’s a bit like the Iraqi stock exchange right after the invasion.

My biggest concern was about how students would try to game the system. Fortunately, before I could even finish my pitch one student offered another a dollar to do their job for them, so I could go into great, loving detail that the rule is that the only commodity that can be traded are the jobs.

So we’ll see what happens. The market had its first trade this afternoon, though it might have just been for the novelty of the thing. It did become apparent that we need to post the details of the classroom jobs somewhere since the students are not yet familiar with the intricacies of each job. I plan on keeping track of the market volume to see how things develop. It would probably be interesting to survey the students in about a month to see what they think about the market, and if it achieved its objectives of making the classroom cleanup more efficient and enjoyable.

The Tragedy of the Commons has been on my mind of late, and something serendipitously popped up in class today that’s started me thinking of new ways to introduce some important economic concepts and make classroom jobs work better at the same time.

You see, one way of preventing abuse of shared resources is to assign the rights to the resource to someone, anyone really, and allow them to trade and regulate the use. Who gets control of the resource does not ultimately matter for conservation. As long as the owner and their rights are clearly defined they will try, in a rational world, to get the most for them, and make them last as long as possible, thus preventing overexploitation.

But what’s necessary for this to work is some form of goods or services that’s worth trading. The miracle of capitalism is that it allows people to do what they’re best at and trade with others for the other things they need (or don’t want to do). I’m not about to start letting students pay cash to each other, but I’m trying to think if there’s any reason to not let them trade their classroom jobs on a daily basis.

Say a student if done with their daily work and is feeling bored with a little time to kill at the end of the day. They take out the compost and clean up the microwave, their classroom job is done. Well, they could offer to do someone else’s job, someone who is, say, trying to finish up their math and don’t want to break away from it, and, in exchange, the student with the math work would do the microwave and compost job tomorrow while the first student takes a break. Everyone is happier!

trading-board — Image by Katrina. Tuliao.

In theory, as long as the rights and responsibilities for each job are clearly defined, then students will be able to come up with the most efficient trading schemes for themselves. Once trading starts I’m sure students will come up with some interesting agreements and contracts will need to be enforced (fortunately we already have judges built into the classroom constitution). But we might just need a special white-board that would make it easier to trade jobs. Tadah, we now have a market in the classroom that makes doing jobs a little easier for everyone and brings some important economic concepts directly into the classroom. Why have I not thought of this before?

I am quite enthused by the idea, but I’m really curious to see if anyone can come up with any downsides.