The High Trust Classroom by Lonnie Moore: Foreword by Stephen Covey

The relevance of trust is particularly evident in schools. Research shows, schools with
high trust have more than a three times higher chance of improving test scores than
schools with low trust (Dr. Tony Byrk, Standford). This is not an easy task. Only with a
consistent application of trust principles we will see sustainable results over time.

From kindergarten to high school the trust between the teacher and student will greatly
impact the teacher’s ability to unleash the full potential of the student. To unleash this
potential, it is the opportunity – and responsibility – of the teacher to go first.

The first job is to inspire trust; this is done by demonstrating one’s own character and
competency. The teacher’s character, competence, and skill in building relationships of
trust are variables that will literally dictate success or failure in the classroom. Classroom
teachers who model both strong character and competence are positioned to develop high
trust cultures or classrooms. When trust is high, teachers will reap a “trust dividend”
where everything happens faster and costs less. When trust is low, we must pay a “trust
tax” where everything takes longer and costs more. (These will reveal themselves in
classroom management challenges, low teacher morale, or low student achievement).

By using trust to unleash the hidden potential within your students, don’t be surprised if it
helps you unleash your own. Trust has a reciprocal impact, helping both the student and
the teacher.

Next time, in Chapter I: The High Trust Classroom, Lonnie Moore talks about….
 What is it to have a High-Trust Classroom
 Why you should become a High-Trust Teacher
 Why some teachers struggle to develop a High-Trust Classroom
 Trust Tax vs. Trust Dividend
 Absence of Trust
 The Great Obstacle
 Expected Outcomes
 The Four Keys
 The Three Classroom Variables