Reducing Student-Behavior Issues: Notes From a top School Instructor

Reducing Student-Behavior Issues: Notes From a top School Instructor

The culture of our schools is in dire straits because they believe there is not enough discipline for many “old-school” teachers and parents who grew up in an age of greater conformity and fear-based authority. Not sufficient respect. Too few effects for students whom don’t toe the line. The children are away from control.

The number of security guards, cameras, controlled grounds, and other police-like measures have been steadily increasing since the mid-1990s in reality, we dole out far more punitive disciplinary measures like suspension than we did 30 years ago, and according to research by Villanova University sociology professor Allison Ann Payne.

Yet, as an instructor at different general general general public schools in Kentucky in the last nine years, I’ve rarely seen these kind of control measures have actually the end result of deterring or preventing repeat behavioral issues. Within my twelfth grade year that is last as an example, there were 4,996 control referrals written on 911 pupils (over 75 per cent associated with pupil human anatomy) and 532 suspensions of 284 pupils. Demonstrably repeat offenders aren’t changing their behavior.

I’m most certainly not advocating for a “soft” stance on discipline—truly disruptive or violent behavior needs to be handled highly.

But we consider other options to change behavior and create improved school climates since it seems like punitive discipline isn’t always very effective, shouldn’t? Does the “policing” mind-set in schools align with your goal—or just just what ought to be our goal—of maintaining all students safe, in classrooms, and learning?

If you ask me, it’s obvious that we now have some severe flaws with the status quo. We additionally think there are particular actions we are able to try cultivate better school climates and behavior.