Methods and Data: Auto Ethnography
In 2011- 2015, I served as an In-School Detention Teacher/Mentoring Specialist through JLJ Vision Outreach for Toledo Public School District. During my tenure, I worked in five bottom feeder schools in regards of behavioral referrals and academic performance. As alternative placement program, the schools purpose of having our services in their building was to: reduce suspension rates, mentor at-risk youth, and to be disciplinarians in the buildings.
The most effective of the acts of accordance were: customized curriculum, daily journaling, home visits, student progress reporting, and student advocacy. JLJ Vision Outreach Inc. data shows that during the 2012-2013 school year at Rosa Parks Elementary, In-School School Detention served 138 students. 32 students were repeat offenders (23%), and 106 students were one-time offenders (77%). As 23% may not look like a substantial percentage, think about it in this context: almost 1 out of every 4 students is constantly being sent out of the classroom for behavioral offenses. This type of educational experience mentally and psychologically prepare student for lackluster citizenship in today’s society. In result, it enables systems such as the school-to-prison pipeline, so now students are accustomed to being failed and sent somewhere for their behavior to be redirected and eventually for them to be “re-introduced” into society.
A customized curriculum gave me an opportunity to empower students to socio-emotional learning. When students were sent to my room their experience in room was one of interpersonal and cultural empowerment. They were able to see positive images of themselves, and they were involved in a lesson plan that was developed in order...
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...nd the networks of the practitioners in the building.
When students become frequent flyers of alternative placement programs they are victims of ignorant instructors that are unequipped to satisfy their intellectual and interpersonal needs; which is has a direct connection to their behavior. Classroom management, race, and student experience are just a few of many aspects of how students are at a disadvantage before they even walk in the classroom; the system is failing the students. IGIC educators enhance the classroom atmosphere, morale, and most importantly, the success of students. IGIC are equipped with the knowledge and skills that are needed to succeed in student success. If instructors and students continue down the path of not understanding and having the skills of IGIC education, the students will continue to be victims of disciplinary system and society.