Total Learning Competence in a Glasser Quality School

Total Learning Competence in a Glasser Quality School

In a Glasser Quality School, Total Learning Competence is stressed. Evaluations of work that are below competence (what is now a “B”) is eliminated.

All schooling as defined by Dr. William Glasser has been replaced by useful education.

For example, one school working on the Glasser Quality School Model uses a scoring system consistent with  Dr. Glasser’s recommendations, but with considerable enhancement. The in-house progress testing used is:

  • Learning in Progress (P) means competence is not yet reached
  • Competence (C)
  • Advanced (A)
  • Mastery (M)

To proceed beyond Competence to Advanced, a student engages in teaching someone else or shows a standard well beyond the learning expectations.  Similarly, to achieve Mastery, the student must teach a group of people or show a standard well beyond Advanced.


Students work cooperatively in teams from Pre-K onward. This early practice prepares for collaborative teamwork as students progress through the grade levels.

Senior students perceive collaborative teamwork as a skill required for University and they believe that it is one of the keys to being successful there.


Relationships in a Glasser Quality School

Relationships in a Glasser Quality School

One of the most obvious characteristics of a Glasser Quality School is the special relationship that exists between staff and students as well as between students.

Teachers demonstrate repeatedly how much they enjoy and love being with students.

Students at all levels indicate that they want to come to school.

Evidence of trusting relationships may be found in comments such as:

  • Here they care about us;
  • The teachers help us learn;
  • School is so much fun;
  • We have many chances to succeed;
  • We love the way learning takes place;
  • We have lots of freedom;
  • It’s not like other schools where people want to control you;
  • It’s not a scary place;
  • Other students care about me;
  • I love everything.

There is no need for teachers to raise their voices, rebuke students, or appear cross in their presence.  Students are orderly and relaxed in the corridors and in classes. There is a reasonable noise level which naturally accompanies certain types of classroom activities.  Interactions demonstrate mutual respect:  each side listens to the other and students respond to requests for silence immediately and without fuss.

In a Glasser Quality School, relationships are based upon trust and respect.  While there may be discipline incidents, all discipline problems have been eliminated.