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Jewish World Review May 19, 2010 / 6 Sivan 5770 Disruptive brats and the schools that enable them By Marybeth Hicks
http://www.JewishWorldReview.com |
Driving across town recently, I counted no fewer than a dozen cars
sporting those annoying bumper stickers. No, not "Got tofu?" The ones
that say, "My child is an honor student at such-and-such school."
Based on their bumpers, it seems most of the children in town are on
the honor roll. Either I live in a place where high achievers breed
like mosquitoes in a swamp, or those stickers are not difficult to
come by.
The truth is, the bumper sticker that ought to be slapped on the back
of a minivan or two is: "My child was sent to the principal's office."
I'm not holding my breath.
It turns out that the vast majority of American public school
students — 80 percent — never visit the principal's office for what is known in the trade as "office discipline referral" or ODR.
(Educators love acronyms).
That little gem of a finding was included in a study recently
released by researchers from the Universities of Oregon and
Connecticut in the April edition of the Journal of Positive Behavior
Interventions.
Is it possible that only 20 percent of the nation's students enrolled
in elementary, middle and high schools ever exhibit behaviors that
could be deemed inappropriate for the classroom? That despite the
obvious truth in the adage, "Kids will be kids," the overwhelming
majority of them never need admonishing by the school's supreme leader?
Odd, because survey after survey indicates that teachers believe
discipline problems among America's public school students are
pervasive, serious and compromise student learning.
Back in 2004, a report by the nonpartisan, nonprofit opinion research
organization Public Agenda titled "Teaching Interrupted: Do
Discipline Policies in Today's Public Schools Foster the Common
Good?" found that "teachers too often must operate in a culture of
challenge and second guessing that is affecting their ability to
teach and maintain order."
The report showed:
Nearly 8 in 10 teachers (78 percent) said students are quick to
remind them that they have rights or that their parents can sue.
Nearly half of teachers surveyed (49 percent) reported they have
been accused of unfairly disciplining a student.
More than half of teachers (55 percent) said that districts backing
down from assertive parents causes discipline problems in the
nation's schools.
So it's possible more than 20 percent of students do deserve a visit
with the principal, but their teachers are reluctant to send them
hoofing down the hall. Better to issue a warning, take a deep breath
and attempt to "manage" the classroom rather than take control of it.
It's a strategy of appeasement, and by all accounts, it's not working.
Meanwhile, in the central Texas town of Temple, a trip to the
principal's office now could include a date with an old fashioned
wooden paddle. This "old school" practice was reinstituted by a
unanimous vote of the city's school board at the behest of (shocker)
parents who believe their children need a stronger disciplinary code.
Media reports indicate there has been only one actual paddling
episode, yet behavior in the high school is measurably improved.
Proving that children don't always need to be paddled; they just need
to believe it's possible.
Much of the educational literature on school discipline is filled
with jargon and psychobabble about outcomes and interventions and
tying consequences to the undesirable behaviors in question. School
discipline — when it is meted out — generally includes in-school or
out-of-school suspension, which means if you're bad, you get to skip
class.
Gosh. I wonder why kids act out?
I'm not necessarily suggesting that all schools bring back the
paddle. Other consequences can be equally effective. (For example,
misbehavior at my daughter's Catholic school can result in
devotionals prayed in the chapel with the principal on Saturday
morning).
The point is, schools with excellent discipline have better academic
track records. They also are likely to have a well-worn path between
the classrooms and the principal's office.
Or at least, they should.
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JWR contributor Marybeth Hicks, a wife of more than 20 years and mother of four children, lives in the Midwest. She uses her column to share her perspective on issues and experiences that shape families nationwide. To comment, please click here.
© 2009, Marybeth Hicks | ||||||||||
