Preparing Teachers For A Crisis : A Sample Lesson Analysis

Bullies run rampant through the halls of schools across America, but fellow students are not always the problem. Teachers bully their students by using verbal abuse, causing unnecessary stress, or putting the student in harm's way. Students need the help and support of their mentors to achieve their academic goals. When the teacher becomes the bully, students cannot get the most out of their classes. Personal cases from students of Tinora High School and Karen Eubank show different ways that a teacher can cause more harm than good.

The article continues with a discussion of having to address students’ doubts, weaknesses, and fears as well as their academics. The author gives an example of a professor who takes

It is always important to think back to the Buddhist and Stoic beliefs about thinking clearly and working through emotions (Lukianoff and Haidt 6). The college students mentioned in “The Coddling of the American Mind,” need to learn these crucial principles in order to live a life where they can positively overcome discomfort and offendedness. People need not be punished for causing minor emotional inconveniences. Once cognitive

Education is meant to broaden the minds of incoming generations to the diverse cultures and aspects of the world. While its purpose is meant to open up horizons, it has also held up the task of oppressing opposing thoughts and judgments. Author James Baldwin exposes this truth in his article, “A Talk to Teachers,” as he chastises the education system’s contradicting actions inasmuch as the support of an all-encompassing education while scorning unconventional thinking. Baldwin’s purpose to confront the antithetical activity to hopefully change the system’s ways is attempted by persuading teachers who “deal with the minds and hearts of young people” that a paradox of education occurs when students develop a conscience--they become “at war” with society--is valid in that education should allow development for individual thoughts and varied opinions to challenge for the reconstruction of society’s oppressive nature.

Since both the United States and Japan have very contrasting styles of education, many different outcomes arise from each of these styles. For instance, since the educational system of Japan is so strict and structured, students are gradually chiseled into very responsible and disciplined individuals who are very skilled when it comes to things such as standardized tests; however, much is unseen about this transformational process to the American eye. In Kyoko Mori’s essay “School,” her firsthand experience of the Japanese educational system is shared. She states that “You can never question the authority of the teacher, whom you address simply as ‘sensei,’ literally, ‘one whose life comes first’… The teacher is like the biblical God, whom you cannot name” (Mori 136). When authority cannot be questioned and is to be treated like God, how are students expected to comprehend every detail taught by their instructor? If the students can’t quite grasp an idea, how are they supposed to completely master it without the aid of their so-called “godly” instructors? The Japanese answer to this solution is simple: “Memorization and repeated practice” (Mori 132). In Japan, students are drilled into the ground by constant memorization and repeated practice, and without the aid of their teachers, they have to claw their way up a mountain to acquire every single answer.

We hold these truths to be axiomatic: that all students, no matter their background, ethnicity, or rank, are created equal in status and in identity; no student is higher than the other. Each student is equipped with secure and unalienable Rights; that among these rights are Respect, Rightful Identity, and Freedom of Speech. We also believe that rules are formed to protect these certain rights and that the power of these rules comes from the power of the students; whenever any part of the rule fails to protect these rights, it is the right of the students to change it and to form a new rule that follows such principles which organizes its powers to end in Security and Happiness. Fair judgment, as a matter of fact, will ordain to say that long prevailing consequences should not be changed because of trivial, temporary, or fleeting reasons; and, in fact, history proves that students are more likely to suffer the bullying,

The thought of persistent physical and mental abuse could make one turn from the thought of going back to school. “Welcome to French class, where you must learn to juggle irregular verbs, flying chalk, and the constant threat of bodily harm," expresses, with a hint of sarcasm, how Sedaris viewed his French class. According to Sedaris, his instructor did not hesitate to take a violent turn if she felt her students so deserved it. Not only was physical abuse always at the ready, but mental abuse was ever abundant. She would take every opportunity to belittle him and his classmates by name-calling and blatantly pointing out their mistakes. “I'd head off to class, where the teacher would hold my corrected paperwork, high above her head, shouting, ‘Here’s proof that David is an ignorant and uninspired ensigiejsokhjx’,” and, “Were you always this palicmkrexjs?" she asked. "Even a fiuscrzsws tociwegixp knows that a typewriter is feminine,” is one of the many ways Sedaris exclaimed how his French instructor misused her power (Sedaris 2). Threats and actual physical abuse, compounded with utter humiliation would keep any individual from deciding to pursuit a higher education.

A Critical Incident analysis of Symbolic Violence” examines a prevailing theme of symbolic violence within the school system. An important example from the text is when Herr and Anderson examined Mrs. R’s and Mr. Y’s classroom and the environment the students were learning in. To begin, Mrs. R perpetuates that her students cannot be helped, she is authoritative, and operates on this idea of respect, however, fails to give respect back to her students (Herr & Anderson, 2003). The text explains this as she is failing to recognize her students’ abilities, and by doing so created a hostile environment of the students not wanting to be there, or wanting to learn (Herr & Anderson, 2003). Mrs. R was working in a symbolically violent environment that was not working to help her student learn. On the other hand, Herr and Andersons analysis of Mr. Y showed the difference in quality. Mr. Y was respectful to his students. He worked with the students to ensure through their student-teacher relationship was respectful. Through this respect and mutual understanding, Mr. Y was able to push his student to thrive (Herr & Anderson, 2003). Thusly, we can begin to see how schools perpetuate the social hierarchy system (Cruz, 2018). This support for the “dominate” ideology does not allow for others who do not fit into the dominate culture to thrive properly, and as a result has an effect on the level of success people can reach if are

In order to explore how a crisis worker would approach, assess, and treat a crisis situation, this paper will focus on the story of Melody, the victim of a brutal rape. Melody Swanson is a 50 year old, divorced teacher who has been living alone since her children went to college two months ago. Melody came home from a short vacation to the casino and was met in her driveway by an armed man in his twenties. She was abducted at gunpoint, beaten, raped, robbed, and left abandoned several miles from her home. Melody was able to find help and was

The word “crisis” can be defined as any of the following definitions; “an emotionally significant event or radical change of status in a person's life; the decisive moment during an event; or an unstable or crucial time or state of affairs in which a decisive change is impending, especially: one with the distinct possibility of a highly undesirable outcome.” (Crisis).

Mentorship Academy has an emergency plan in place for student athletes and shall be followed in the event of a medical emergency. All coaching staff should adhere and be familiar with plan and their role in the duty of an emergency. If any coached have any questions, they should direct them to the districts head athletic trainer or athletic director in the absence of the certified trainer. This crisis plan included the need for emergency Medical Services (EMS) in order to give further medical attention to the student athlete. It is very important that all parties communicate effectively. The following should occur in the event of an emergency:

When someone asked me what I thought a crisis was, the first examples that came to my mind was Hurricane Katrina, September 11, 2001. Once I began to think more of what the definition of a crisis would be, I know that it is the reaction of how someone reacts to a crisis event. Other examples may be suicide, homicide, domestic violence, and different traumas that one experiences. Once we began our discussions in class, I realized that a crisis and how one deals with a crisis, whether it is a natural, manmade or personal, effects each person differently. How that person handles the crisis, may have short term or long term effects that may lead to a mental illness. That is one of the points that I found very interesting, among other information we learned in class, along with the various speakers that we had.

Fernsten & Reda’s reasoning of providing historical evidence to call importance to a need of supporting students must take into account the danger of further marginalizing students or creating assumptions. “The danger of making assumptions is ever lurking. Hatt-Echeverria and Urrieta (2003) discussed the compartmentalization of oppression, institutionalized in schools and society with

In “The ‘Banking’ Concept of Education,” from the Pedagogy of the Oppressed, Revised Edition, Paulo Freire discusses two different types of education: “banking” and problem-posing. The banking concept of education is when teachers “make deposits which the students patiently receive, memorize, and repeat” (318), and ‘problem posing’ is when the teachers and students are equal. Instead of being treated as human beings that have their own thoughts and ideas, students are treated as containers that are simply filled by a powerful being, a teacher. In school, teachers are dominants that provide knowledge to the students, the subordinates; the knowledge that students learn are limited to what they’re taught by teachers. Similarly, in Kurt Wimmer’s ‘Equilibrium’, Librians are treated as reservoirs for knowledge.

A student has the ability to learn without a teacher. However, the Law of the Teaching Process creates the background for a teacher to guide a student on the path to more knowledge. A teacher should establish a safe environment that encourages thinking to help students learn “the unknown by the way of the known” (84). Acquiring their knowledge and increasing their mental power correlates to the aims of a teacher as they guide students. While a teacher is to be passionate in laying out knowledge, the really work of an education, acquiring knowledge, is the work of the student. A student learns by discovery and information stores as the student interprets the new information.