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Recommended: Teachers rights
One of the most important and difficult professions is teaching. Teachers play a vital role in nurturing the intellectual and social development of various students during their maturing years. Teachers employ more time with the students on a daily basis than parents do. Thus, parents entrust the teachers with an enormous responsibility to guide their children to become useful members of society; however, this task becomes difficult for a teacher when she faces the lack of respect and discipline from her students. A Pennsylvania teacher, Natalie Munroe engages a vast of stress and abuse from her students when she taught at Central Bucks East High School. Munroe posted a blog on the internet in which she addressed the problems about her students, the parents, and even the school administrators. Eventually, East High School suspended Munroe from her job over the blog. Many people believe that she is not criticizing about all her students, however, all her criticisms are geared towards the disrespectful adolescents who failed themselves by choosing not to learn; therefore, the school administrators should not suspend Monroe over a minor “profanity-laced” blog (McGraw, par. 6).
Similar to millions of other Americans, Munroe should not be prevented from voicing her opinions under a constitutional right. The First Amendment states, “Congress shall make no law respecting an establishment of religion…or abridging the freedom of speech” (Buchanan, par. 1). Therefore, Munroe should be allowed to blog about any subject she desires under this legitimate right and not face the consequence of a job suspension. Even when Munroe is aware of her rights, she “kept things as an anonymous as possible” (Munroe, par. 11). She takes steps to be discr...
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...though Natalie Monroe sparks many controversial discussions through her online blogs in which she addresses this “tough [and] underappreciated profession,” the content of her blogs are valid about today’s education (McGraw, par. 14). Many people believe that Monroe should not be punished for her views or receive a job suspension as she has a right to engage in social blogging similar to millions of other people in America.
Works Cited
Buchanan, Brian J. “About the First Amendment.” First Amendment Center. February 28, 2011
http://www.firstamendmentcenter.org/about.aspx?item=about_firstamd.
McGraw, Anne. “Are Today’s Students Just ‘Lazy Whiners’ or Overwhelmed?” The Patriot News. February 20, 2011: D6.
Munroe, Natalie. “Where Are We Going & Are We In This Handbasket.” Blogger.com. February 12, 2011. February 28, 2011
http://www.nataliemunroe.com/.
In the majority opinion, Justice White wrote “Educators did not offend the First Amendment by exercising editorial control over the content of student speech so long as their actions were” The court also noted that the paper was a sponsored newspaper by the school which was not intended to be seen by the public, but rather for journalism students to write articles based off of the requirements for journalism 2 class, and all subjects must be appropriate for the school and all its
To begin, Mary Sherry discusses the corrupt school system that lingers. In her article, we obtain insight on how schools
The documentary, Shouting Fire: Stories from the Edge of Free Speech, shows us just that: stories from a range of people who have danced on the line of what is considered “free speech,” a first amendment right. The first amendment, according to the US Constitution, reads: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” The two stories that jumped out at me were the stories told by Debbie Almontaser and Chase Harper. Though each of their stories are very different, each story has a similar lining to it in regard to the
The free speech clause in the Bill of Rights states: “Congress shall make no law…abridging the freedom of speech” (US Const., amend I). This clause, albeit consists of a mere ten words, holds much power and affluence in the American unique way of life. It guarantees Americans the right to speak freely without censorship by preventing the government from restricting the rights of the people to express their opinions. Consequently, this freedom can encourage citizens’ participation in politics; promote an adaptable and tolerant community; facilitate the discovery of truth; and ultimately create a stable nation. However, how much freedom should be granted to an individual? Where should the line be drawn for the coverage free speech protection? (1) What happens when the exercise of free speech puts other constitutional values in jeopardy? What values should prevail? (2) In an attempt to address these questions, many opposing interpretations have been presented. While some construe this clause in an absolute, categorical approach, others take on a more lenient, balancing stance. (1)
Weber, G. (2014, January 23). How can we bring respect back into our schools. Retrieved February 25, 2014, from Crisis Prevention website: http://www.crisisprevention.com/Blogs/The-Empathic-Educator/February-2014/How-Can-We-Bring-Respect-Back-Into-Our-Schools
I was able to make many connections to familiarities in my personal life and in my career as an educator. The article facilitated a personal reflection of my experiences with loved ones, or students, whom portrayed similar behaviors that were identified as the mannerisms of emotionally abused individuals. Difficult students in my class and in our school, exhibit nearly all of the behaviors addressed in the article, which allowed me to construct many commonalities for the reasons of their behaviors. Furthermore, applying the saying, children learn what they live, was insinuated in one particular study; “a child expects others to treat him or her in the same way that they have been treated” (Wright, 2007). For instance, if a child is taught “to be worthy of love, care, and respect”, then he or she is more susceptible to anticipate equal treatment from others whom they have formed relationships with including friends, teachers, or other adults (Wright, 2007). Additionally, children who have been subject to emotional abuse devise a threatened sense of security and develop a skewed sense-of-self (Wright, 2007). Victimized children have internalized that they are; “flawed, defective, shameful, and unlovable”; and that the adults responsible for their protection are; “untrustworthy, capable of abandonment, abusive, and will not care or meet their basic needs” (Wright, 2007). In effect, a child’s abilities to form healthy and satisfying relationships later in life will be altered (Wright, 2007). The above descriptions clarify that many of my experiences from teaching, are direct implications of emotional abuse in childhood. Students who act out and cause disruptions are gaining attention the only ways that they know how. I have often felt like there has been a sufficient need to “retrain” these students and undue the conditioning that
Yet, as a profession (and a society) maybe a little shock treatment now and then is good for us, especially if we ourselves work in relatively “safe” schools and communities. Maybe it’s time to remind ourselves that one school’s problem can become every school’s problem if the profession at large is not watchful and careful. No school is immune to the potential of extreme violence, as many of us, without meaning to, have learned. If you’re a long-time, veteran English teacher, you may never have thought you’d see the day when an issue of English Journal would be devoted to school violence. The idea never occurred to me, either. But here we are, and here that issue is. And, what’s more, it’s high time. While none of us needs convincing that the violence problem is serious in a great many places, some of the statistics are sobering.
Thomas H. Benton’s article titled Remedial Civility Training examines the problems that haunt secondary education today. Public—private—high school—university, no form of education is spared from student’s lack of respect and interest in learning. Benton gives firsthand accounts of what he experiences as a professor of English at Hope College. Thomas H. Benton is disturbed by the quality of students that the current education system works with.
Klein, Rebecca. "Jeff Bliss Teacher Rant: High School Sophomore Goes Off On Teacher In Texas Classroom (VIDEO) (GRAPHIC LANGUAGE)." The Huffington Post. TheHuffingtonPost.com, 09 May 2013. Web. 18 Oct. 2015.
In the United States, free speech is protected by the First Amendment in which it states, “Congress shall make no laws respecting an establishment of religion … or abridging the freedom of speech.” Now, nearly 250 years into the future, the exact thing that the Founding Fathers were afraid of is starting to happen. Today, our freedom of speech is being threatened through different forces, such as the tyranny of the majority, the protection of the minority, and the stability of the society. Now, colleges and universities in the United States today are also trying to institute a code upon its students that would bar them from exercising their right to speak freely in the name of protecting minorities from getting bullied. This brings us into
Teachers not only must be wary of being inadvertently injured by enraged “students” fighting in the hallway or the cafeteria, a peer might even wind-up becoming a threat to one’s physical safety. I recall one particular eighth grade Washington trip. As usual, I was chaperoning one hundred twenty eighth graders on the Hammonton Middle School’s annual class DC trip. We had just arrived back at the Mt. Vernon Motel after visiting the Jefferson Memorial. The nine chaperones were fatigued, but the “students” were still rambunctious.
School harassing is a far reaching issue found in basic, center, and secondary schools over the United States and around the globe. It can take numerous immediate and aberrant structures, including physical savagery, verbally abusing, teasing meanly, teasing, underhanded and barbarous (story that might be genuine)- spreading, and social (when something is kept out or excluded). When considered as a (standard thing/usually and customary/solid) a portion of growing up, school tormenting is presently surely understood as a significant issue that must be met with well-thoroughly considered (serving to quit something awful before it happens) endeavors. This article looks at the nature, number, and creates/makes happen of school harassing. It talks
Sadker, D.M., Sadker, M.P., and Zittleman, K.R.,(2008) Teachers, Students, and Society (8th ed.).New York, NY: McGraw-Hill.
Some of the reasons why some teachers model the aggressive behavior they experience at home, might be due to education levels and years of teaching experience. In some states, when teacher are tenure, they cannot or hardly be fired. Three articles (See Table 8) directly tested the assumption that education and/or experience were related to bullying behavior. Zerillo (2011) performed a two-part study to see how teacher education and experience affected the way teacher perceived bullying behavior. In the first part, teachers were asked to answer a survey about the teacher perception about peer-to-peer bullying and teacher to student bullying (quantitative data). On the second part, two focus groups were made to discuss the same issues (qualitative data).
In the late 1990’s Ron Clark left his hometown elementary school in North Carolina where he is praised for his remarkable teaching and high test scores to teach in Harlem city. Mr. Clark was living in New York for only a few months before he came up on a school where a there was a tussle between two sixth grade students and administration. During this tussle the teacher of the two students quit his job and Mr. Clark asked to take that teachers job and got it. Prior the starting Mr. Clark met with the parents of the children to learn about what their hopes and ambitions are for his children. He was disappointed to learn that the parents of the children didn’t have much faith nor hope for their chil...