Retention of students beyond regular hours is a one of the most common forms of punishment used in schools, known as detention. However, the same question is constantly being asked, ‘Why are the same children always in detention?’ This form of sanction is obviously not working. Detention is an outdated form of discipline, which needs to be reformed. The education system is constantly developing and being monitored for improvements, therefore this is a prevalent issue that needs to be scrutinised. A change in the disciplinary system in schools would fix problems related to behavioural issues in schoolchildren, and therefore, schools should learn to rely on, and adapt to, a different method of punishment.
Firstly, detention causes more problems
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How would you feel if your child was constantly in detention without any change in their behaviour? Dr Payne discusses how it “might make teachers feel good to put someone in detention, but children aren’t being taught to behave”. As a teacher may want to permit a student with detention in response to the time they have wasted in the classroom. Mr. O’Leary, from St John’s independent school in Canada, said. “Once they become aware that their behaviour is adversely affecting the learning community … it is amazing to see the transformation in that student and, consequently, that behaviour.” This proves that other disciplinary methods, such as helping students understand how their behaviour affects themselves and others, and talking to the students, have a positive impact on the behaviour of …show more content…
Coleman Elementary School in Baltimore. “Instead of detention, students are meditating and practicing yoga as part of the ‘Holistic Me’ after-school program. The project hosts 120 male and female students in a program that runs from 2:30 to 5:30 p.m. and involves yoga, breathing exercises and meditative activities. Disruptive students are brought to the Mindful Moment Room for breathing practices, and discussion with a counsellor, and are instructed on how to manage their emotions.” The project approaches punishment in a totally different way to as we know it and the results it reports prove the effectiveness. The project has resulted in zero suspensions in the last year. Comparatively, the 2013–2014 school year had four suspensions. This form of discipline typifies that solving the issue of behavioural problems at the source, prevents bad behaviour from
Discipline, the way to obey rules and codes of behavioral attitudes, using punishment to correct disobedience, an essential ingredient for “good” can be found within our childhood schools. At the start of Wes Moore’s school years, Wes Moore had problems with motivation to go to school and he would skip school with some of his classmates who skipped the same day. This lead to a lack
As Source A stated, “forced schooling: six classes a day, five days a week, nine months a year, for twelve years.” Source B also outlines the strict scheduales in schooling by presenting a bell scheduale that is followed every day in a public school. Both Source A and Source B present arguments about the ridig structure of the school system. There is very little individuality within school days, students are required to be in every class and repeat these expections for twelve years. As Source E adds, “nothing of what it costs to repair the damage that these angry and resentful prisoners do every time they get a chance.” Source E is quick to compare America’s school system to America’s prison system in that public school presents structured days in oder to promote conformity to all. These constant and long school says that America’s kids are exposed to every day hardly promote creativity, free time, or individuality for children. Instead, it promotes conformity and teaches kids to be able to sit for eight hours a day bored out of their
In this case, schools, without the incorporation of students and parents, chooses what constitutes deviant behavior; along these same students and parent barring means, schools then decide who is deviant; they further determine how to deal with this non-normative behavior/ deviance by compiling a paper trail in order to legitimize disposing of particular students. It is vital to note that “troublemakers,” as frequently labeled, act in similar ways as many of the other students, yet get more severe punishments. The adolescents in these types of schools are all seen as criminals due to the labels that have been placed on them, thus are easily criminalized from coming up short in the socially constructed educational system, which prompts suspensions and eventually expulsions. The youth control complex or “web of control” in which institutions create a social fabric, manages most of the youth as criminals. The police, school administrators, and other authorities don’t bother to try to see if these individuals’ are actually criminals, or responsible for the incidents that led them to being labeled as deviant, instead they are generalized in an amorphous way as criminals. All in all, the criminal justice system’s fabric becomes part of the social context that consistently undermines these individual’s abilities to achieve within the
Another major reason why juveniles are ending up in the juvenile justice system is because many schools have incorporate the zero tolerance policy and other extreme school disciplinary rules. In response to violent incidents in schools, such as the Columbine High School massacre, school disciplinary policies have become increasingly grave. These policies have been enacted at the school, district and state levels with the hopes of ensuring the safety of students and educators. These policies all rely on the zero tolerance policy. While it is understandable that protecting children and teachers is a priority, it is not clear that these strict policies are succeeding in improving the safety in schools.
Suspended children are missing out on valuable school time. These children often miss out on important exams and assignments. “Many of these children are missing out on the education their schools are providing, and they are learning far worse lessons away from those schools” (Henault 548).
But, there needs to be more done than just funding. Therefore, to establish a nurturing academic environment, “families, schools, and communities all need to work together to create an environment that is healthy for the youths” (Center for Disease Control and Prevention 2009). This means that the parents, community, and school needs to impact the at-risk youths’ life positively. As a result, one method that can provide this positive impact is the restorative justice disciplinary strategy. Restorative Justice is the act of not punishing students through harsh methods, but in four different ways (London 2017). First, “administration needs to address all the needs and concerns the school has” (London 2017). Secondly, school faculties and students need to have a healthy bond where conversations are able to happen safely (London 2017). Thirdly, instead of punishing the students for breaking the rules, faculties need to sit down with the students to discuss about what happened and how to prevent the situation from repeating (London 2017). Lastly, faculties need to put in the effort to help the youths repair broken friendships and develop a safe space where students can enjoy learning (London 2017). Through this, at-risk or misbehaved youths can learn how to problem solve, practice proper social behavior, and spend more time in an academic
Within the school system it is essential to demonstrate expected behaviour, values and attitudes to children and young people. In order to be able to effectively teach, pupils need to have good behaviour in school, and develop a positive attitude towards learning. There are many ways in which a school can help children and young people to know what the expected behaviour are, these can be through school- pupil agreements, behaviour policies and consistency throughout the school when dealing with issues of behaviour. Charlie Taylor, a head teacher of a special school, is the Governments Expert Advisor on behaviour issues in schools. After a behaviour summit with other head teachers from some of the most deprived schools, he published a checklist on the key principles for improving behaviour in schools.
White, Tanika. "Student Conduct Policy Studied; City Schools to Review Discipline Code, List of Possible Punishments; Use of suspensions criticized; Some Say Removing Child from Class Fails to Address Problem, May Be Harmful." Sun [Baltimore, MD.] 18 Aug. 2003, final ed., sec. local: 1.B. ProQuest Education Journals. ProQuest Information and Learning. Coll. of Southern Maryland Lib., La Plata, MD. 3 Dec. 2004 http://proquest.umi.com/login.
The director of the CSG Justice Center, Michael Thompson said, "Anyone who wants to make students feel safer in school, improve high school graduation rates, and close the achievement gap needs to have a plan to reduce the number of youth who are suspended from school.” (U.S News). Mr. Thompson made this statement with regards to the negative effects that “zero tolerance policies” is having on the public school system. The “zero tolerance policies” were originally a war against drugs, and other major issues that school’s faced in the early 80’s. Now, instead of creating a learning and welcoming atmosphere in schools, the enforcement of “zero tolerance policies” has increased the amounts of students who are suspended and expelled each year.
Lastly, students have many chores and students are expected to do all their chores, homework, take a bath, and go to sleep on time. With detention in the picture students may be way up over their
But since making the meditation room available, Thompson said, she rarely sees children for disciplinary issues anymore.” That explains that meditation detention is more effective than reflective detention because at our school, kids go to detention and sometimes repeat what they did that caused them to get detention. At Robert W. Coleman
Students who are disruptive in class and refused to do their work were sent down to discipline where they received the consequences for their actions. More often than not, in school suspension was the end result. The concept of in school suspension was new to me because it was not something that I had seen when I was growing up.
School disciplinary models need reform. According to Toran Hansen, “restorative justice is being used in school systems as a response to a growing dissatisfaction with traditional approaches to school based discipline.” There are distrustful students and parents who lost faith in traditional discipline systems. Researchers linked punitive measures to isolation and exclusion from learning and socializing. Detention, suspension, expulsion and zero tolerance are key barriers to stunt student achievement, leadership and citizenship.
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual