Studies show that 53 percent of students get into trouble, go down to the office, or get suspended during a school day. Trustworthy kids should be able to talk and explain the situation. Collective punishment is often used when deciding who needs to be punished. Some people think kids should get punished equally because it’s the right thing to do and kids won’t get their feelings hurt nor get favorited. Therefore, some students are just more trustworthy than others whom should have a “longer leash” and shouldn’t be punished if they make one mistake. Many students who aren’t called “bad” hang out with the wrong group sometimes. When teachers are about ready to punish someone they should consider who the person or the group of students are. “Everyone loses the privilege, and everyone suffers the consequences of the bad decisions made by part of the group.” The quote written by Angela Watson (november 11, 2013) shows that kids sometimes don’t have a fair chance of arguing their side of the story. Innocence kids sometimes get punished for things their peers do. For that reason, children should not be punished until the teachers have an understanding of what they actually did. …show more content…
Teachers usually do this so it calms the classroom for the next lesson but they don’t think of how it affects the innocent ones. A quote written by Michael Linsin states “The problem with this strategy, however, is that it alienates your most well-behaved students.” This quote helps me make the assumption that when teachers attempt to punish all guilty and innocent students together is makes the innocent feel isolated and distant. This may distress the innocent students and trigger bad behavior from them. Consequently, teachers should think of the effect on the innocent half of the class once they’ve been punished for something they didn’t
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,
Schools are more effective when students feel that they belong and can engage in the learning process. Schools are safer when teachers and administrators have strategies and training to prevent and manage conflicts and misbehavior. A policy to ensure that students are not unfairly at risk for suspension because of their race and have the equal educational opportunities to which they are entitled by federal law will prevent, recognize, and rectify the overuse and inequality of exclusionary discipline.
One example of equitable punishment for students is when the University of Virginia had a cheating scandal in which “thirty-nine of those accused” “dropped out” or were “expelled” (Source D). Although I find this absolute punishment to be too extreme for my high school, the equitable treatment is still present among the students. A system set up in this same no-tolerance manner with punishment acuteness rising as the number of offenses would be more effective in preventing rule breaking by offering a set punishment to prevent favoritism and to give those who simply make one mistake a buffer instead of an overly severe
Innocence is a lack of corruption that withholds youth. Innocence tends to revolve around young children who usually aren’t aware of the issues, until a traumatic event happens. When innocence is lost, people tend to have a change in how the world truly looks. It can be for the best, or for the worst. When losing innocence, that shouldn’t change who the person is as a whole.
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
Often times it’s the student’s needs and the school being unable to meet the student’s needs that lead to the student being disciplined. Kids who are behind academically, and unable to perform at the same level as their peers often act out in frustration or humiliation (Noguera, 2003). Once these students are labelled as difficult, incorrigible, and unteachable they tend to believe these things about themselves and act out more in class which leads to a cycle of discipline that can ultimately lead to permanent expulsion. For some of these students, these continued rule violations lead to run-ins with the police and the criminal justice system. School administrators who are at times frustrated themselves from failed attempts to steer children from a “bad path” don’t realize that in throwing their hands up and giving up on these students, are in a way helping shuttle students from school to the penitentiary (Noguera, 2003).
Some school have a system called the restorative justice. Restorative justice is when a kid gets into trouble and they figure out what exactly happened to make them do something that bad. Studies show that it makes less dropouts because when a kid gets suspened more then once they are more likely to dropout. Some cases are that test scores are improving because of the restorative justice system. But suspeneding kids is the right thing to do, it’s worked out for a long time why change it.
When in the course of human events, it becomes necessary for a student to have a voice when deciding whether a given punishment is too cruel for the given action. The student, A student should be able to decide a fair punishment for the accusation. The accused student should appeal before a court to their fellow peers. Teachers should hear what the students have to say and not ignore our complaints.
Every year, thousands of students are subjected to harsh punishment in public schools. Despite of heating them they are also suspended and arrested for small reasons. Let’s just talk about two days ago I was just going through my facebook feed and i saw that one teacher broke a 9 year old's jaw for disrupting a class. This kind of hardship is not only harmful to student but it also has a tremendous affect on their future. In “The Unintended Consequences of Taking a Hard Line on Discipline,” by Clyde Haberman talks about two different systems of punishment and their effects on students lives.
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
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
Many schools implement the concept of restorative justice, in particular; Good Shepherd Catholic College Mount Isa. The college implements restorative justice in their disciplinary system, they’ve created a new process in dealing with misbehavior through the Responsible Thinking Process (RTP). This process allows the the students to identify what's wrong in their behavior and gives them a chance to reflect upon this. The student is first warned when they misbehave then the teacher proceeds to give them a second chance to correct said behavior after a warning. If the student continues to misbehave, the teacher will go through the responsible thinking process in which they ask “What are you doing? What should you be doing? Where will you go if this continues to happens again?” This allows the students to take responsibility for their actions and think about their wrongdoings which allows them to correct themselves. This is more effective than sending a student away and punishing them, because without verbally addressing the issue, they don’t understand the repercussions of their actions and will often re-offend. If the student then chooses to misbehave again they will be sent to The Responsible Thinking Classroom (RTC), in which they will have to further reflect on their actions. Once this process has occurred, they then have to negotiate with their teachers about returning to the class and what they have to do, in order to be allowed in. (Good Shepherd Catholic College, 2017)
Traditionally, misbehaving during class was met with a trip to the principal’s office, however, the influx of law enforcement patrolling school hallways has enabled officers to arrest and transport students from school to juvenile detention centers for minor infractions, disproportionately affecting minority students. As such, school policies that encourage a police presence have increased a student’s risk of suspension or expelled. Consequently, a teacher’s decision to refer a student for punishments can lead a student to the principal’s officer or introduce them to the juvenile justice system. For example, although constituting 18 percent of students enrolled in school nationally, black and Hispanic students are 3.5 times more likely to be
“The Breakfast Club” characterizes this phenomena by depicting the “jock, the brain, the basketcase, the princess, and the juvenile delinquent”. In the movie each character is representative of the social class to which they belong. The “jock” signifies the sports star that can do no wrong, but the movie character bullies another boy and when caught all he received was detention. Although on the other hand the delinquent who is a dope smoking, foul mouthed punk, received the same punishment for talking back to a teacher. Administrators and teachers are very quick to meet out severe punishment to those students that they have deemed worthless, while good kids get a slap on the wrist. The movie’s jock is placed in Saturday detention, instead of being suspended, so that he may wrestle in an upcoming tournament; a case in which Hollywood makes an accurate depiction. This is the “holding of power” that Wehlage and Rutter spoke about in their study, High School and Beyond. Students who receive better treatment seem to do better in school when subjected to “an orderly environment, a committed and caring faculty, and an emphasis on academic pursuits”(Nieto,100).