Detention Still Effective

Do administrators of schools every see the child's? Does suspension increase dropout rates? Is there ever a since of justice for the child? Since schools first came to be they have always suspended students without questioning or reasoning in a comfortable environment.Although school suspension is way for the child to be isolated and think about what they have done, schools should get rid of school suspension because this makes the student feel as though there voice is being heard in the matter, since the student is in a more safe and cozy environment the student will reveal what happened, this will prevent higher dropout and school suspension rates.

Students should know if they don’t do his or her work there would be a price to pay. It was appropriate to keep Nicole in from recess as a punishment for not completing her classwork.

Punishment. Mr. Matherson kept her in from recess, shaking his head, and scolding her. I believe there should be some type of punishment for students. If not students will fill like its okay to do anything they want to without getting into trouble over it.

Studies have also found a correlation between exclusionary discipline and (1) increased school avoidance, (2) decreased academic engagement, (3) an increased rate of dropouts, (4) increased behavioral problems, and (5) increased involvement with the juvenile justice system. School administrators have the right to want to develop a safe climate for their students and teachers and remove threats from their schools. However, serious threats from students are rare. Nearly 60 percent of the suspensions and expulsions administered in HPS in 2009-2010 were administered for school policy violations—a category that includes things like insubordination, profanity, sleeping in class, and truancy—not serious safety concerns like violence against others or weapons.

According to “Discipline and the School-To-Prison Pipeline," Children who are being expelled or suspended they're learning is being affected and their lives. I think this is bad because children is the future of the world each one of them will shape the world when they get

(d) The study found that being suspended in the 9th grade is common, impacting more than 1 in 4 students, and that suspension in the 9th grade significantly negatively affects students’ high school and post-secondary outcomes. Suspension rates and number of days suspended are disproportionately higher amongst poor, black and special education students.

When the Boston Public schools introduced it a year later they are seeing massive reductions in suspenesions, dropout rates, and they are seeing increased in there test scores. They have cut down from fifty suspension days to two days in the first two months of school in the 2013-2014 school year. But when you suspened kids it’s showing toughness to the school. Why keep suspeneding students and leeting them dropout, you should figure out what really

With the use of technology comes great responsibility which leads to another key in effective schools which is a whole school behavior policy. Students need to know that if they misbehave there will be consequences. In the article, “Reforming School Discipline” Derek W. Black speaks of the importance of creating a fair behavior policy where suspension is not a key element. In my school there will be a set of universal rules that will be used throughout the whole school. Teachers will not be able to create

There is a shift in schools happening from using punitive punishment to using restorative practices. This is because, “The criminalization of certain kinds of misconduct in schools has created what is referred to as the “school-to-prison pipeline” or “school to- jailhouse track.” Common adolescent misbehavior is often handled as criminal behavior by the police rather than by schools through traditional disciplinary procedures. Research has shown that police are summoned to schools for behavior that is not necessarily criminal” (Ashley and Burke). Skiba states a truth in discipline mentality, “The message of zero tolerance is intuitively appealing. When disruption and disorder threaten

San Jose Police Chief, Bill Landsdowne, stated that, “[l]ocking up kids is the easiest way. But once they get in the juvenile justice system, it’s very hard to get them out” (Holman & Ziedenberg, date). Detaining youth, in particular non-violent offenders, has more of a negative, long-term impact on youth as well as the community. With the inception of the Juvenile Detention Alternatives Initiative, the use of retribution is being pushed aside for more restorative and rehabilitation efforts. States that have embraced this initiative are finding that not only are the numbers of youth being detained decreasing but that alternatives to detention are providing opportunity for juveniles to become productive members of the community. All this effort without increasing risk to the community and safety issues. More importantly this initiative works in addressing the underlying issues causing delinquent behavior.

Physical tactics and restraints with jail like disciplinary makes up for future incarceration. Pushing students for the better is different from punishing them till it's felt they will get better. Schools are not fairly punishing students but depriving them of

With mandatory requirements, many detention centers lack the proper educators to educate the youth in detention centers due to the lack of training in educating students with learning and behavior disorders. When “No Child Left Behind” (NCLB) was mandated by the federal government, children in the juvenile system lacked a portion of the state curriculum due to facilities not having the appropriate material such as textbooks, computer software, designated classrooms, and much more. Many delinquents suffer education wise, because of the shortcomings of the facilities they reside in currently. Another issue that contributes to youth having a lack of education in detention centers is due to the teacher of public schools and teachers of detention

Many teachers, or members of school faculty can give detention for unbelievable reasons, for example if a teacher or the principal talks to a student in the hall while changing classes, but the bell rings and the student goes to class but gets a detention for being late, even though it wasn’t their fault.

Even within the school system, there are rules and regulations that students must abide by; one breaks the rules and they are punished by means of external suspension or an after school detention. The fact of the matter is; rules are established and governed by our government and when one refuses to follow them; there are consequences that come along with the disobedient behavior and it must be addressed or the crime will continue or escalate (Bedau, p. 11)

As Pedro A. Noguera mentions in “Schools, Prisons and Social Implications of Punishment: Rethinking Disciplinary Practices,” teachers tend to do what is best for the school and not what is best for the student. Even though it may not be always the main reason, in many cases it is. Noguera compare the way schools manage “bad students” with how we approach crime in society, by “removing ‘bad’ individuals and keeping them away from others who are presumed to be ‘good’.” Noguera also mentions that, students who get in trouble more often than