Legal Causes And Consequences Of Insubordination In Schools

(a) With the growing amount of literature uncovering the racial disparities in school disciplinary practices, this study wanted to delve further and explore factors that contribute to the racial disparities of school suspensions specifically concerning Black students, and examined elementary age children and elementary teachers to perhaps determine a genesis of this discrepancy. The student’s overall level of behavior problems, characteristics of the classroom (i.e., overall level of disruption), and the teacher’s ethnicity were considered as potential factors that may contribute to the overrepresentation of Black students.

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

Racial disparities in school discipline have garnered recent attention in national reports issued by the U.S. Department of Education and Justice (U.S. Department of Education, 2014; Gregory, Hafen, Ruzek, Mikami, Allen, & Pianta, 2016). Suspension rates Black students are two to three times higher than those from other racial and ethnic groups. Various research has documented that Black students remain overrepresented in school discipline sanctions after accounting for their achievement, socioeconomic status, and teacher- and self-reported behavior (Gregory et al, 2016). There is a difference as to the reasons why White students are sent to the office versus Black students. Black students are sent to the office for subjective reasons such as “disrespect” and “perceived threat”, while White students are more than likely to be referred for more objective reasons including, smoking, vandalism, and leaving school without permission. (Gregory, et al, 2016). African Americans and especially African American boys, are more likely to be disciplined and often receive more out-of-school suspensions and expulsions than white students (Todd Rudd, 2014). Suspending students is taking away time from them being in the classroom. Students who receive suspensions, lose instructional time, fall behind on course work, become discouraged, and ultimately drop out…recent research has shown each suspension a student receives can decrease their odds for high graduation by any

The principal does not have sufficient grounds to recommend insubordination. "School officials should be knowledgeable of their state's statutory definition of insubordination and ensure that cases involving insubordination are well documented". It is stated that insubordination is "viewed as the willful failure or inability to obey a reasonable and valid administrative directive"(Essex, 2012, p.

Out of school suspensions (OSS) are often enforced with the assumption that students receiving the suspension are less likely to repeat the problem behavior in the future. However, this has been proven to be false. Suspending a student for engaging in a certain behavior does not in fact serve as a deterrent from the behavior but as a deterrent from attending school instead. In actuality, receiving just a single suspension can increase the probability of a student experiencing academic failure, school dropout, and involvement in the juvenile justice system. Knowing this, some educators still believe that for many students, suspension can serve as an effective lesson. One of the greatest concerns that educators and administrators face is the matter of classroom management. It is part of their job to ensure a safe, productive and supportive classroom allowing students to learn and grow to their greatest potential. Though there are several strategies gauged towards managing a classroom, the most severe offences often lead to either in or out of school suspension. Some of the largest concerns faced with out of school suspensions is that they are often ineptly applied, used unfairly against students of color and seemingly ineffective at producing better behavior. Also known as exclusionary discipline, the majority of offenses that led to OSS have not been centered around violence but instead emphasised issues of classroom insubordination and defiance. In some rather extreme cases

School data suggests that the decision to suspend or excel a student depends on several factors including prior history of the student, particulars of the situation, and the teacher’s ability to manager classroom behavior (Skiba, 2003). However observations of classroom behavior show that the majority of students removed from urban classrooms were not primarily due to dangerous or major infractions of disciplinary policies and usually they weren’t even the worst offenders.

The article “No! I will not! Understanding and responding to student defiance” is published by Andrea Smith and Elizabeth Bondy, 4-th grade teacher and a University of Florida College of Education professor respectively, in Childhood education magazine. It contains a thorough analysis of the defiance issue as well as a manual, regulating the conduct of a teacher, who pursues a goal of effective students’ behavior management.

In light of the dearth of the research from the perspectives of administrators in regards to out of school suspension, the purpose of this study is to provide insight into administrator's role in the use of exclusionary discipline practices. The process and use of in school suspension will not be included in this study due to the fact that the student is still part of the ongoing daily working of the school and is not overtly sequestered from the school. In school suspensions although sounding ominous and with a great deal of gravitas is used as a functional time out room as part of a internally operating student management protocol. Assignment of a student to inschool suspension results from minor disruptions in the classroom as refusal to working class to sleeping or other non compliance

HOW TEACHERS CAN AVOID CONTRIBUTING TO DISCIPLINE PROBLEMS IN SCHOOLS: COULD I BE PART OF THE PROBLEM? (2014). National Forum of Educational Administration & Supervision Journal (pp. 64-70). National Forum Journals

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.

Schools have become correctional facilities where instructors closely monitor and attend to behaviors. No longer are they a safe place where troubled students can find peace and acceptance. Instead, students are at the mercy of the rules and the people who govern them. Some scholarly institutions have established zero-tolerance policies to correct what they deem intolerable student behaviors. Teachers have the authority to suspend students for consequential incidences such violence or bullying but also for the simple act of having a butter knife at lunch or talking back. Zero-tolerance policies often lead to severe consequences that do not take into consideration the circumstances in a situation and provide absolutely no benefit to the offending

Also can mirroring the aggressive behavior of other children around them and lack of adult supervision Code of conduct sources http://www.ccsdschools.com/Families/documents/StudentCodeofConduct20152016.pdf file:///C:/Users/Teacher/Downloads/2014-15_CodeofConduct_Elementary.pdf http://www.forestlake.k12.mn.us/_asset/vc0ksk/Elementary-Student-Code-of-Conduct---English.pdf Table 2 Define and provide examples of behavior, misbehavior, and discipline. Behavior Misbehavior Discipline Table 3 Definition The totality of one’s physical and mental activities Behavior that is considered inappropriate for the setting or situation in which it occurs. Action by a teacher towards students after breaking rules. Example Follow directions, coming to school on time, Disrespecting teacher and students Bullying others Destroying school property Verbal Warning, Lunch detention, Office referral, phone call to parent ? Read the conditions that promote misbehavior in Ch. 1 of Building Classroom Discipline. ? List the conditions in your school, or a school familiar to you, in order of importance, the first being the biggest problem. ? Identify your observations of the

A teacher must deal with disruptive classroom behavior throughout their career. To do so, they must not only develop their skills in handling these situations but also develop ethical standards for their classroom. These standards set forth by the teacher will help them deal with their students, those students’ parents, the school administrators and their community. There are numerous articles written that could help a teacher when researching any legal or ethical issues that may arise during their teaching career. This paper summarizes four

School discipline is to ensure that students and the campus staff are safe and peaceful. According to the U.S. Department of Education on Rethinking Discipline (2017), “Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning.” The idea is to decrease bad behavior and school violence which will lead to fewer suspensions and expulsions. There are rules and limitations when it comes to student discipline; there are acts in which students can and must be disciplined. For examples, if a student quality’s for special needs some different guidelines protect them under the Individuals with Disabilities Education Act’s (IDEA). Furthermore, the Education Code, Section 48900 was implied to discipline students who committed any wrongful doing such as attempting or threatening to physical harm another person. In the case f any wrongfulness, the student is forced to be disciplined by being suspended or expulsed from school.

Misbehavior is an opportunity to show the student that the teacher believes they are capable of a higher standard. The objective of discipline is not to punish but rather to teach the student to act differently in the future by imposing an unwanted consequence based on unacceptable behavior. Punishment alone without the goal of retraining student behavior may cause resentment and further problems down the road. (Charles, 2008)