A close read of the article teases out common issues in education that have been discussed, analyzed, and commented on, it seems, since time immemorial. Consider what is explicitly mentioned in the article:
Is it really as simple as making "change in their philosophy" anyway? Most local/school philosophies are based upon student academic achievement. Do these philosophies need to be changed? Maybe we should incorporate a discipline statement, sort of a conditional statement for learning in schools. "ALL students, exhibiting acceptable behavior, can learn!" Perhaps, "If you can behave acceptably, then we can teach you." Or maybe a take on an oldie, "No Acceptably Behaved Student Left Behind!".
- Schools should remain a proper environment for education
- The ability to control and maintain order in the classroom may be correlated to success for teachers and students
- Frequently "nothing is done" in response to unacceptable student behavior and "many kids run roughshod all over the school"
- Schools are assigned letter grades based upon various criteria and stakeholders may consider these letter grades for various purposes such as school choice
- Teachers need more support, including mentor support, paraprofessional support, mental health support, and administrative support
- Teacher compensation, retention, and attrition continue to be concerns
- Tough actions like suspensions and expulsions may be needed to get a handle on student discipline
- "It is really hard to be a teacher right now."
- Class sizes may be correlated to success for teachers and students
- "Restorative discipline" is being used in some schools/districts
Now, for any/all aware, engaged, experienced, locked-in educators out there....are ANY of the above issues new or novel?
How about if we frame any of those issues and think like a scientist, "theory will only take us so far". Are we, as educators, to assume that educational research and effective instructional practices may not be the place to look for solutions, resolutions, suggestions, ideas, etc.?
How about if we frame any of those issues and think like a scientist, "theory will only take us so far". Are we, as educators, to assume that educational research and effective instructional practices may not be the place to look for solutions, resolutions, suggestions, ideas, etc.?
Perhaps we should just follow the suggestion of Rep. John Seaman, D-Casa Grande and have the "local board talk to the administrator and make change in their philosophy". Heck, ol' John has been a teacher, principal, superintendent, and now state politician...he must have some informed opinions and relevant experiences to share.
One wonders though, whose philosophy is being "changed"...the administrator or the nebulous "local board". Shouldn't these philosophies already be aligned if this administrator and "local board" are in the same location? Does this suggest a philosophical disconnect between the "local board" and the administrator?
One wonders though, whose philosophy is being "changed"...the administrator or the nebulous "local board". Shouldn't these philosophies already be aligned if this administrator and "local board" are in the same location? Does this suggest a philosophical disconnect between the "local board" and the administrator?
Is it really as simple as making "change in their philosophy" anyway? Most local/school philosophies are based upon student academic achievement. Do these philosophies need to be changed? Maybe we should incorporate a discipline statement, sort of a conditional statement for learning in schools. "ALL students, exhibiting acceptable behavior, can learn!" Perhaps, "If you can behave acceptably, then we can teach you." Or maybe a take on an oldie, "No Acceptably Behaved Student Left Behind!".
All sarcasm and satire aside, student behavior has long been a variable in our ongoing public education experiment. Educators have existing methods to address unacceptable student behavior. These methods, like those in many societies strive to deter unacceptable student behavior as well as punish those who behave unacceptably. Again, this is not new nor novel. Below are two articles that may lend additional perspective.
"Make Classrooms, not Hallways, the Heart of Belonging" by Ronald James, Jr.
"Speaking Out: Disciplining Other People's Children" by Carey Dahncke
