School Climate Is The Principles And Standards That Lie Beneath The Practices

suggestions as to how it could be improved. For many young people, this reminder of expectations

In addition to these standards, rights, and responsibilities, all teachers need to be consciously aware of possible problems dealing with students on an individual basis. In their mission of providing for the safety and welfare of all students, teachers can sometimes find themselves in situations that may be detrimental to themselves and their students. In practice, knowing how to avoid these situations is key. Dr. Troy Hutching’s presentation (Developing an Ethical Framework for Teacher Student Relationships: A Continuum of Responsibility, Nov. 1, 2011 Northern Arizona Univ.) was an eye opener. He provided the following startling facts: Shakeshaft (2004) reported 9.6% of grade 8-11

The Strategic Diversity plan in ELAD 7073 addresses the ethical practice one must maintain while promoting an environment that is safe and non-threatening to the student’s within it. A school administrator should oversee the facilitation of sound practices and opportunities for the students through constant observation of behavioral practices modeled by the staff in their teaching. I do this through classroom walk-throughs. I observe within the classroom and

This chapter in The Skillful Teacher on classroom climate talks about a lot of different thing that fall under three categories: Community and Mutual Support, Confidence and Risk taking, and Influence and Control. I will speak about how my mentor teacher creates one aspect from each category in her classroom. The first category community and mutual support describes “the degree of inclusion, affiliation and mutual support students feel with one another” (330). I feel that Ms. Curran does good job at creating a classroom climate that values “Group identity and responsibility and interdependence”. Students are working with partner every day during class. Ms. Curran often reminds students that they must work with their partner and to ask their partner questions before they ask her. One example is that during a class I have seen her check in on a partner group and see that one student know the answer and the other is asking about that same question. She will walk away and tell them to ask their partner. This is also very clear during activities like discovery where students are figuring thing out for themselves before it is taught to them in formal way. They only have their partner to ask question and figure things out with Ms. Curran and myself purposefully try to not be very helpful. So like the jigsaw, discovery’s “structure forces interdependence because students must rely on their peers to learn certain material” (334)

A common definition from four national sources defined school climate as “…the quality and character of school life that is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures"

The staff can collaboratively develop expectations for behavior in the common areas of the building … restrooms, hallways, lunch room, library … which will eliminate disagreements and will reduce student anxiety. The school administrator could also promote a school climate that supports positive behavior by implementing some of the ideas from the Ryan article, such as bullying prevention and intervention, character education, and creating a caring school community (p. 137). While these ideas will not eradicate all discipline issues, they will contribute to a more peaceful learning environment for students and

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

This is one of the main aspects that Victor M. Rios tried to include in his book when focusing on his modern theory, there are steps and all these steps should be viewed as independent factors that interact to produce the varied outcomes. On the more positive note, there are many alternatives to the school-to-prison pipe line including the discouragement of zero tolerance policies. Although it is probably a long stretch to believe that they will all be abolished, it is for certain that many practices should be reviewed. Teachers and administrators should adopt the idea that metal doctors only recreate a comfortable penal environment and so to extensive safety patrol. Discipline responsibilities should be restored to the educators with education and detailed roles on how to interact in specific situations. Safety patrol should only be a back-up or for more serious violations. It is necessary that educators develop a specific knowledge about effective ways of teaching and

Covington Street Elementary (CSE) is a wonderful school to be apart of. When you walk in the doors you can feel the sense of security and compassion. In order for students and teachers to be focused on learning and teacher, it has to be a safe environment. According to the Teacher Working Conditions Survey (TWCS) of 2016, 100% of the staff felt like they worked in a school environment that is safe. All areas on the TWCS involving managing student conduct was rated about 87% or higher. Teachers, 87% felt that school administrators consistently enforce rules for student conduct.

A report, published by the U.S Department of Education in 2008, reported that: "Forty-eight percent of public schools reported taking at least one serious disciplinary action against a student —including suspensions lasting 5 days or more, removals with no services (i.e., expulsions), and transfers to specialized schools—for specific offenses during the 2005–06 school year (Indicator 19). Of those serious disciplinary actions, 74 percent were suspensions for 5 days or more, 5 percent were expulsions, and 20 percent were transfers to specialized schools." That suspension rate has now gone to 82 percent and the expulsion rate to 15 percent. Our young people must be assured that the schools they walk into are providing the best level of safety that is humanly possible. If students fear they may be subject to physical attacks, put in substandard buildings incapable of withstanding Mother Nature's hazards or forced to deal with a staff that cannot cope with daily threats to students' safety, then self-actualization — i.e. learning — will never occur.(Armistead)

The education system in the modern, American public high school represents a pillar of upward mobility. Education has long stood as a symbol and mechanism for those of less fortunate backgrounds to put in the time and effort in order to better their social status and living conditions. And while the discussion on the education system is always seamless when concerning the opportunity provided to those students who make good grades and behave well in the classroom, the discussion becomes more disconcerting when the topic centers on the discipline of students who break the rules of society or the education system. Much like the prison system, the public school justice system has long rested on zero tolerance policies (Zehr,

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

School violence has become of the most pressing educational problems in the United States. Gang violence and high profile shootings across the nation cause concern within schools. Communities struggle to understand why these events take place and how they can be prevented. The overwhelming response to solve the issue of violence in schools is the increasing societal pressure to execute zero tolerance. Zero tolerance is driven by the educational philosophy, policies, and practices of school communities. Stakeholders expect schools to be a safe place for staff and for students. Stakeholders assume that a positive classroom environment, safe students, and school enjoyment are conditions necessary to create a positive climate where learning takes place. This assumption can be backed with research. A calm classroom environment, teachers’ management of disruptive behavior, and students’ view of school safety are factors that have been found to directly correlate with student achievement in the classroom (Ma & Willms, 2004). Safety and a feeling of not being threatened during school hours have been found to be important to students’ achievement. Failure to remove a disruptive or an unruly student from school has been found to have a negative impact on achievement and creates a great risk to school staff and students (Garbarino et al., 1992). Teachers cannot teach and students cannot learn in an

Schools need to maintain a disciplined and safe learning environment. There are many disciplinary actions that are in use today and although some can disagree about the amount of discipline that is best for maturing children, it is reasonable to be in agreement that a positive learning environment begins with physical and emotional safety. School safety includes a broad range of matters, including, fighting, bullying, drugs, alcohol, weapons, and etc. Many schools use varying methods in an effort to maintain school safety. Some schools limit school access and require all visitors to sign in. Physical surveillance is another common method of addressing school safety issues along with use of staff and student identification. Among all these

Early 1970s students in Columbus, Ohio were causing destructions in schools; Central High School in Columbus, Ohio was one of the schools where students were disrupting class lectures and demonstration school property. This wrongdoing in Ohio allowed the school principal to suspend students with valid reasons for ten days as long as they notified the parents within 24-hours of suspension. If they were expelled students were given the opportunity to appeal, but it was not guaranteed that everyone would have that privilege.