How should teachers eliminate becoming victims of discipline associated with swastika symbols?

Teachers are becoming victimized by the acts of students across the nation that are associated with swastika symbols. This shift is causing reverse discrimination to become an integral part of a school’s culture. Teachers will need to consider instructional  alternatives that result in educating students who are the perpetrators of using swastika symbols.

According to the article, High School teacher is suspended for rescinding her student’s college letter after sending it because the teen created a swastika with tape and made offensive remarks, several teachers at the Stoughton High School in Massachusetts were disciplined for a negative response to a student who publicly used a swastika symbol.

The act was implemented by a student that fashioned a swastika from tape that was displayed in the halls of the school before Thanksgiving. The student was suspended for the act. Several teachers at the high school responded to the incidents. Two teachers spoke about the incident to their students and received official reprimands for their act that opposed the usage of the swastika symbol.

Another teacher responded by rescinding her college recommendation for the student. She went as far as to explain to the university officials why she was rescinding her recommendation. The school district responded by suspending the teacher for twenty days.

After the teacher complained about the incident, his parent responded by hiring an attorney. ‘The student believed that he was being targeted, creating a hostile environment for him by members of the faculty because of his actions, despite having already been disciplined by the administration.” Could the Stoughton Public School District have violated the teachers freedom of speech rights?

What are the limitations of the teacher freedom of speech rights related to an incident of White privilege?

A teachers freedom of speech rights are only connected to political preferences. A teacher is considered a public employee. The decision in Heffernan vs. City of Paterson revived a free-speech lawsuit brought by a New Jersey police detective who was demoted because he was seen carrying a campaign sign supporting the mayor’s opponent. It was reported that he was putting the sign in his car to deliver it to his mother, not because he was supporting the mayor’s opponent. But a federal judge in New Jersey and the 3rd Circuit Court of Appeals said Jeffrey Heffernan, the police detective, could not sue under the 1st Amendment because he did not engage in “1st Amendment conduct.” The appeals court said demoted employees can sue for retaliation only if they could point to an “actual, rather than perceived, exercise of constitutional rights.” This case eventually made the Supreme Court. Justice Stephen G. Breyer stated that “the Constitution prohibits a government employer from discharging or demoting an employee because the employee supports a particular political candidate.”

However, this is not the case for the Stoughton High School teachers that vehemently opposed the usage of a swastika symbol by the student. Teachers are subjected to acts of immoral conduct.

In the case of Vanelli v. Reynolds School District No. 7, George Vanelli, was hired by the school district to teach sophomore English at Reynolds High School during the 1975-76 school year under a probationary contract which ran for one academic year, and which reserved the school board’s right to discharge the teacher “for any cause deemed in good faith sufficient by the Board.” Midway through the year, some female students complained of offensive conduct by Vanelli. This conduct was viewed as hostile towards the female students which is consistent with the parent’s complaints at the Stoughton High School.

Teachers who desire to oppose the actions of students that exhibit characteristics associated with using a swastika symbol should use the curriculum. There are several cases, Mederious v. Kiyosaki and Hawaii Cornwell v. State Board of Education that allow teachers to enhance the approved curriculum as long as the students have an opportunity to an alternative setting during this instructional module. The process for including an opposition to hate acts associated with swastika symbol will need administrative approval.

Related Articles

Two swastikas found near Horace Mann Elementary School

Youths responsible for swastika symbol on Mount Allison football field

Swastikas at Stanford University: Second Time in a Month

All the best,

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

         
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 pprt-rev1     educational-racism-book     Racism Book     icon_r

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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How can teachers avoid the perception of systemic racism?

The war on systemic racism continues to forge forward and the battle will eventually take place in the classroom. Teachers who are unprepared will suffer the most and become publicly ridiculed resulting in a drastically reduced teaching force for which the next generations will pay for dearly. Teachers must distance themselves from accusations of disproportionate disciple and establish and maintain positive classroom relationships to avoid the pitfalls associated with systemic racism.

In a recent article, Parents say York Region school board has no plan to deal with allegations of systemic racism, several parents of color have voiced their disappointment with the York region school board decisions and procedures to eliminate alleged systemic racism at the school district. The allegations are a result of alleged behavior of several staff members. In one incident, the principal of Sir Wilfird Laurier Public School in Markham, Ghada Sadaka, published several posts on Facebook about Islam and refugees that some parents reported as offensive. One of the post suggested banning burkas in Europe. In another incident, a teacher insulted a Black student in a class where the majority students are White, by telling the White students to check their bags to ensure that the Black student, had not stolen anything.

The York Region school board has responded to these incidents by reviewing and recommending updates for existing school policies. This response has infuriated parents due to lack of transparency and the refusal to respond to previous allegations of systemic racism. On parent responded that “the tone of the meeting seems to be the same as what we’ve experienced over the last year. The problem itself is not being addressed … and to hear the board talk about policies in place — they were in place, and we still had this issue.”

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What are the primary components of systemic racism in schools?

First you have to look at the structure of the school from a systemic perspective. Bolman and Deal recommended evaluating organizations from a human resource, symbolic, structural, and political perspectives. The first major component is human resource. The human resource perspective includes the needs of students, teachers, school administrators, district administrators, support staff, and the governing body which is the school board members.

Next is the symbolic perspective. The culture of a school is represented and communicated by the usage of symbols. Symbols include but are not limited to values, vision, rituals, and ceremonies. Values define the fundamental tenets of the school. Vision is the image of the school’s purpose. Rituals include those day to day routines. Ceremonies are the culminating activities associated with rituals.

Next is the structural perspective. The structural perspective is the blueprint of formal expectations and exchanges amongst those who are part of the human resource perspective. The structural perspective includes vertical coordination, lateral coordination, and structural imperatives. Vertical coordination is represented by legitimized authority, rules and policies, as well as planning and control systems. Lateral coordination is represented by meetings, task forces, coordinating roles, matrix structure, and networks. Structural imperatives include size and age, core processes, environment, strategy and goals, information technology, and the nature of the organization.

Politics is the final perspective which is centered on power and decision making. Sources of power include position power, information and expertise, control of rewards, coercive power, alliances and networks, access and control of agendas, framing the meaning of symbols, and personal power.

Systemic racism can become the product of each individual perspective or a collective of all perspectives. Teachers will have to determine the perceptive that will ensure that any allegations of systemic racism in the classroom are null and void.

Many of the challenges associated with the accusations of systemic racism are related to either symbolic and structural perspective. Teachers have very little control over the human resource perspective because they have limited control over the students who are initially assigned to their class. Within the symbolic perspective, teachers have complete control over the rituals or day to day operations of their class. The structural perspective provides teachers the opportunity to control expectations and exchanges. Teachers should have complete control over the political perspective because they are provided position power over students and have the authority to frame the meaning of symbols.

How should teachers respond to allegations of systemic racism associated with the symbolic perspective?

Teachers have total control over the day to day operations of the classroom. What many parents and civics organizations complain about is the outcome of those day to day operations. One detrimental outcome is disproportionate discipline. Teachers need to use the Raccelerate Formula to ensure that they are not associated with systemic racism in the area of disproportionate disciple.

How should teachers respond to allegations of systemic racism associated with the structural perspective?

Teachers have control over the classroom expectations and exchanges. Many of the difficulties that are associated with systemic racism arise from differences in those expectations on a cultural level. Teacher can eliminate this systemic racism stigma by promoting positive teacher student classroom relationships (Properateasclaships).

Related Articles

What white people should do about systemic racism

Pro Sports Leagues Support Systemic Racism By Prohibiting Cannabis

Study shows systemic racism impacts health of African-Americans

All the best,

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

         
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 pprt-rev1educational-racism-book     Racism Book     icon_r

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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How can teachers reduce the rise in racist abuse suspensions?

The  election of the new United States president is not the sole purpose for the rise in racist abuse suspensions. Not only is there and increase in the United States, but the United Kingdom is suffering the same challenges. A classroom management technique that empowers students is the key to eliminating the rise in racist abuse suspensions.

In a recent article, Rise in primary school pupils suspended for racist abuse, the number of primary school pupils suspended for racist abuse has risen by almost thirty-three percent. The United Kingdom Department for Education statistics reveal that 430 children between the ages of five and eleven were given fixed period or permanent exclusions from their schools in the 2014-15 academic year because of racist behavior.

That is 110 more than in the 2009-10 academic year, when 320 pupils were suspended for the same reason. Surprisingly, the number of primary school pupils suspended for drug and alcohol abuse fell by 20% in the same period, from 50 to 40. The number of pupils suspended for sexual misconduct also fell slightly, by 4%, from 250 to 240 too.

According to the article, the primary reason for the increase is the teachers. A source from the United Kingdom Department of Education replied that the numbers only showed that teachers were reporting more racist incidents, not necessarily that there had been more incidents.

Teachers reporting more racist incidents can become problematic of several fronts. The first challenge is the impact on the student. Teachers are more likely to respond to racist abuse student behaviors by using negative criticism, embarrassment, and humiliation which are the most frequent acts that damage teacher-student relationships. The final stage is to recommend the student for the discipline process. Dr. Campbell recently found that students who are disciplined are less likely to attend school or decide to be late for school. This will have a direct impact on student achievement. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction and learning.

Teachers must understand that students at this age are a product of their home culture. Student academic achievement decreases when the difference between the student’s culture and the school culture increases and the classroom environment does not value the student’s home culture.

One primary factor that controls a student’s home culture is the development of rules that all family members must follow. For example, in the White culture employees and employers believe maintaining eye contact communicates trustworthiness, masculinity, sincerity, and directedness. These same behaviors are taught to White children by their parents. In their home culture it is established that rules are made to be followed by those in the home. Teachers can use this process as an opportunity to decrease the number of suspensions associated with racist abuse suspensions.

This same process was used by a teacher when Dr. Campbell implemented his Promoting Positive Racial Teacher Student Classroom Relationships transitional process. During this process, a teacher came to me and stated, “Mr. Campbell, I am having so many problems with my sixth-period class, and I do not know what to do.” I responded by saying, “Have you tried developing rules and consequences with student input?” After further discussion, she said, “I am going to try it.” A week later, she told me, “That process worked so well with my sixth-period class that I am going to use it with all of my classes.

Teachers who desire to eliminate the rise in racist abuse suspensions should:

1)      Divide the students in cooperative learning groups of four

2)      Have each group recommend consequences for each racist violation

3)      Have the each group report their recommendations to the entire class

4)      Have the group come to a consensus for rule violations

5)      Submit a copy of these rules to the principal and the parents of the students

Using this process will ensure that teachers empower students to take control of and responsibility for their behaviors associated with racist abuse suspensions.

Related Articles

Number of Five to Eleven Year Olds Suspended for ‘Racism’ Up 33 Per Cent

Racism in primary schools only reflects the society the Tories have created

Physical and racist abuse, drugs & disobedience – why more pupils were expelled from Grimsby schools
Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 pprt-rev1     educational-racism-book     Racism Book     icon_r

 

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

 

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How can White teachers survive the new Donald Trump era?

The recent 2016 presidential election of Donald Trump will present racial challenges for White teachers across the country. Many Black and Hispanic students will devalue the intentions of their White teachers which will ultimate impact student achievement and the overall mission of the school. Teachers will now face the challenge of meeting their mission to provide a fair and equitable education for all students. Teachers will benefit from using several strategies that eliminate the perception of racism in their schools due to the new Donald Trump era.

According to the article, Here Are 13 Examples Of Donald Trump Being Racist , Donald Trump has been insensitive towards different ethnicities. For example, Trump called supporters who beat up a homeless Latino man “passionate”. He condoned the beating of a Black Lives Matter protester and trashed Native Americans. He stated in 2015 that “the Hispanics are going to get those jobs, and they’re going to love [me].” He refused to condemn the White supremacists who are campaigned for him.

Finally, he is known to discriminate against Black people. Workers at Trump’s casinos in Atlantic City, New Jersey, have accused him of racism over the years. The New Jersey Casino Control Commission fined the Trump Plaza Hotel and Casino $200,000 in 1992 because managers would remove African-American card dealers at the request of a certain big-spending gambler. A state appeals court upheld the fine. The election of Donald Trump has validated the perceptions of many Black and Hispanic students.

What are the perceptions of Black and Hispanic students and parents that has been validated by the election of Donald Trump?

When incorporating students into a marginalized society by slavery, conquest, and colonization, students believe school is detrimental to their identity. Indians, Mexican Americans, Puerto Ricans, and Blacks share “the experience of having been brought into the United States society against their will and then relegated to subordinate status” (Ogbu, 1978, p. 255).

Blacks, Mexicans, and Puerto Ricans are caste-like immigrants who were involuntarily incorporated into the United States. Involuntary minorities such as Blacks are not willing to perform well in school due to difficulty with crossing cultural lines. “A major reason previous attempts at educational reform have been unsuccessful is that the relationships between teachers and students and between schools and communities have remained essentially unchanged” (Cummins, 1986, p. 18). According to Ogbu (1983), “Blacks have learned since slavery that the way to get ahead even within the limited universe open to them, the status mobility system is not through merit and talent but through white patronage” (p. 177).

Americans of color adapt to a society that does not value their ethnicity, history, heritage, or language by establishing societal survival strategies. Black parents prepare their children to live in a dual cultural world that involves helping them to develop skills for adult roles such as wage earners and parenthood in addition to negotiating a dominant society that has different cultural values and judges people by their skin color or ethnic background. Blacks who live in an urban society and a society that dislikes them for the color of their skin ensure they do not become victims by approaching people with caution, wariness, and a sense of distrust.

Student perceptions and feelings regarding teachers and themselves influence student achievement. Students do better in school when they believe getting a good education will increase their chances for success. Students who perceive that teachers have favorable feelings toward them have higher achievement levels when teachers have positive views toward them.

Teachers that desire to avoid the stigma associated with the Donald Trump era will need to:

The new Donald Trump era will not create many complications if teachers follow the prescription provided by Dr. Derrick L. Campbell.

Related Articles

Make no mistake – Donald Trump’s victory represents a racist “whitelash”

Donald Trump’s win tells people of color they aren’t welcome in America

Common: America’s Racism Toward Black People Won’t End With Donald Trump

 

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

 

Get Email Updates

           
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 

 

pprt-rev1     educational-racism-book     Racism Book     icon_r

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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How can teachers help Black students who get stressed out about racism in schools?

In a recent article, researchers report that racism creates hormones in students which is counterproductive to their academic success and is the primary contributor to racism in schools. Once again researchers have placed the blame on Black parents instead of focusing on the most important factor that contributes to the success of historically underserved students. Teachers are the central force that primarily contributes to the success of historically underserved students and have the best chance to eliminate racism in schools.

According to the article Racism Got You Stressed? That May Be Holding Kids Back at School, Too., stress related to racial conflict generates hormones in Black and Hispanic children that contributes to the long standing school achievement disparities. According to the article, “the new Northwestern paper, a review of a trove of psychological research published in the September issue of American Psychologist, seeks to widen the scope of the achievement-gap discussion. It argues that racism’s direct effects on young people are in fact partially responsible for such disparities—not the material realities of discrimination, but the physical and emotional experience of racism itself. The authors cite previous research showing that when children confront the threat of being negatively stereotyped or suffering discrimination because of their race, they experience changes in levels of the stress hormone cortisol and also suffer from poorer quality and quantity of sleep.”

One of the solutions provided is problematic for helping students to have academic success in schools. The researchers suggest that the challenge with the academic success of historically undeserved students lies with parenting skills of Black and Hispanics. The researchers report that “one coping mechanism could be getting parents and guardians to promote better sleep habits among children, including establishing a regular bed- and wake-time schedule, and engaging in calming comforting rituals at the end of the day like reading together.” Once again researchers have blamed the home environment without consideration of other prevailing factions that contribute and steer racism in schools. Since the researchers have chosen to blame parents, let’s take a look at why Black parents inadvertently contribute to racism in schools.

Why do Black parents contribute to racism in schools?

Since many Black parents have been victimized by the educational system they prepare their children to live in a dual cultural world that involves helping them to develop skills for adult roles such as wage earners and parenthood in addition to negotiating a dominant society that has different cultural values and judges people by their skin color or ethnic background. Blacks who live in an urban society and a society that dislikes them for the color of their skin ensure they do not become victims by approaching people with caution, wariness, and a sense of distrust. This causes Black students to develop racism in schools perspectives.

What are some of the other factors that contribute to racism in schools?

Student perceptions and feelings regarding teachers and themselves influence student achievement. Students do better in school when they believe getting a good education will increase their chances for success. Students who perceive that teachers have favorable feelings toward them have higher achievement levels when teachers have positive views toward them. Schools also contribute to racism in schools that continues to impact student achievement for historically underserved students.

The cultural mismatch between students and school is the reason for student academic failure. The attempt at minority student Americanization that involves fixing culturally flawed children by changing their values and language has failed at increasing minority student achievement. The main reason for low minority student achievement in the United States is racism creates a poverty cycle that minority students are unable to break. Student academic achievement decreases when the difference between the student’s culture and the school culture increases and the classroom environment does not value the student’s home culture. When an educational cultural match is not possible, there must be at least respect and value of the culture that children bring with them.

Enhancing respect and value for the students cultures involves developing positive racial relationships which is the most important factor for eliminating racism in schools. Positive relationships at schools and in the classroom are the prerequisites for effective learning and behavior. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction and learning.

Developing positive racial teacher student classroom relationships provides benefits for schools, teachers, and students. Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence. Long-term teacher-student relationships result in increased teacher job satisfaction. Teachers who develop positive and personal relationships with students may prevent psychological development problems in their students. Students are more willing to develop positive relationships with teachers who tend to form close friendships with their students. developing positive racial relationships between teachers and students is the key factor that will eliminate racism in schools.

Related Articles

Tracking the Kaeperneck Effect: the anthem protest are spreading

How does school curriculum perpetrate racism in schools?

How can Pascack Valley Schools teachers eliminate racism in schools?

 

All the best,

 

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

 

Get Email Updates

           
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 

“Dr. Campbell did his part and now all we have to do is run with it.”
~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools

 pprt-rev1          educational-racism-book          Racism Book          icon_r

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

 

Linkein Profile Picture

Posted in Race Relations, Teacher Tips, Tips for Teachers | Tagged , , , , | Leave a comment

How should West Des Moines teachers respond to accusations of deep racial disparities?

In a recent article, a cultural audit conducted by the Iowa State University revealed that there exist racial disparities at Valley High School. The audit could become problematic for teachers across the nation. Teachers must protect themselves by ensuring that they are not victimized by the accusations associated with racial disparities.

According to the article, Report: ‘Deep racial disparities’ exist at Valley, the Iowa “audit found that students of color at the West Des Moines school are facing racial disparities when compared to other students. It was reported that Black students are three times more likely to be labeled “at risk” by the school administration, even though they have higher attendance rates than most of their peers. “The same is true for Hispanic and multiracial students. Poor attendance is often one of the reasons a student is placed in the “at risk” category”, according to the article.

In addition, Black students are four times more likely to be suspended. “These students of color are actually not misbehaving at disproportionate rates but are instead watched more closely by adults and thus reprimanded more frequently,” wrote the Iowa researchers.

Furthermore, the pendulum appears to swing in favor of White and Asian students. White and Asian students are more likely to be labeled as gifted when compared to other students of color. Multiracial students are eight times less likely to be enrolled in gifted classes. Black and Hispanic students are three times less likely to participate in the gifted classes.

It is only a matter of time before the public begins to understand the processes that contributes to the racial disparities at schools. For example, inappropriate curriculum and instruction are concerns that make reversing underachievement for culturally diverse students difficult. Most elementary and secondary school curricula are oriented towards White middle-class children because curriculum materials are selected and implemented by White middle-class teachers. The process normally involve teachers endorsing the curriculum materials. This is a fact that is little emphasized in the media.

School discipline is another challenge that contributes to racial disparities. The Iowa audit reveals that teachers discriminate against students by implementing differential discipline. What they excluded is that the majority of discipline consequences for any student normally begins with a discipline referral from a teacher.

In a study conducted by Dr. Derrick L. Campbell it was found that 70% of the student discipline referrals resulted from classroom relationships challenges between teachers and students. Within that 70%, discipline referral quantities included disrupting class (40%), disrespect towards a staff member (28%), open defiance (23%), and other infractions (9%). These discipline referral quantities indicate there is a need for a teacher-student relationship educational reform initiative.

This is where teachers must begin. Teachers must involve themselves in a process that empowers them to promote positive racial teacher student classroom relationships. Positive relationships at schools and in the classroom are in many ways the prerequisites for effective learning and behavior. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction and learning.

Developing positive relationships with students provides benefits for schools, teachers, and students. Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence. Long-term teacher-student relationships result in increased teacher job satisfaction. Teachers who have positive feelings toward their students are more likely to have students reciprocate those positive feelings. Teachers who develop positive and personal relationships with students may prevent psychological development problems in their students. Students are more willing to develop positive relationships with teachers who tend to form close friendships with their students which in turn will eliminate accusations associated with racial disparities.

Related Articles

Study highlights racial inequality at West Des Moines high school

ISU Audit of Valley High School Shows Significant Divide Between White Students and Minorities

Black students at Valley see disparities at school

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

 

Get Email Updates

           
Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 pprt-rev1          educational-racism-book          Racism Book          icon_r

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

Linkein Profile Picture

Posted in Race Relations, Teacher Tips, Tips for Teachers | Tagged , , , , | Leave a comment

How can teachers reduce the predicted spike in school violence?

A recent article repots that school violence will increase due to a new federal mandate. The federal mandate is no longer proving school with a free ride in the area of discipline. Schools will need to come to grips with overcoming the dysfunctional teacher-student classroom relationships by promoting positive racial teacher student classroom relationships.

According to the article, Why You Can Expect To See More Violence In Schools This Year, schools will incur an increase in school violence because they are now required to adjust their discipline polices to ensure that students of color no longer become a product of the school-to-prison pipeline.

There is evidence that the spike in school violence may have some validity. For example, in Milwaukee several teachers reported a spike in aggressive student behavior after the district began reducing its punishments for students to comply with federal guidelines.

Teacher Gilbert Valdes was attacked by a third-grader who was transferred to his school after stabbing a girl in the face with a pencil. Another teacher, Jennifer, was attacked by a middle school aged student who had just pummeled a sub and had been transferred from another school after violent behavior. This same girl has been placed in a special room for students with behavioral problems. However  the student walked out of class, started roaming the hallways, and violently attacked this and another teacher.

Teachers in the Twin Cities threatened to strike due to the levels of school violence. The threat to strike was incited when a 55-year-old Central High School teacher was choked into unconsciousness after trying to break up a fight that started over an argument about football statistics. When the teacher intervened, a 16-year-old student allegedly picked up the teacher and slammed him into a table and chair, before slamming him to the floor. The teacher passed out for 10 to 20 seconds.

What is the federal mandate that schools claim that will increase school violence?

The Every Student Succeeds Act encourages school districts to take a closer look at their discipline practices. It requires school districts to show how they are taking steps to curb discipline practices that remove students from the classroom. This can include identifying schools with high rates of discipline. School districts are also being asked to adopt discipline practices backed by evidence that will  keep kids in school. School district’s must implement a school discipline policies that recued the effect of the school to prison pipeline.

This new act is a result of the many school districts that disciplinary results indicate that there is a racial challenge in their school. for example, in Alabama’s Mobile County Public Schools, suspensions were often meted out for minor misbehavior, such as uniform violations or excessive talking. One high school principal suspended more than 90 students for uniform violations in 2013.

In Florida’s Flagler County Public Schools, African-American students accounted for 31 percent of all out-of-school suspensions during the 2010-11 school year – even though they were only 16 percent of the student population. And in Jefferson Parish, Louisiana, African-American students have been disproportionately referred to alternative school, where they often languish for months – or even years – before returning to regular classes. These students are often referred to alternative schools for minor misconduct, such as disrespectful behavior, use of profanity, disrupting class and horseplay.

The challenge that school will face is how to meet the new federal requirement and reduce school violence. It is interesting to note that there are very few if any cases where students attack teachers that they like.

Positive relationships at schools and in the classroom are in many ways the prerequisites for effective learning and behavior. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction and learning and eliminate school violence. Teachers can eliminate school violence by utilizing the Raccelerate Formula and promoting positive racial teacher student classroom relationships.

Related Articles

Reporting of school violence to be revamped

Reflecting On School Violence: What Will You Do With The Life God Has Given You?

FHS given ‘all clear’ after ‘Klown’ threatens school violence

All the best,

 

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

 

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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

The Raccelerate Phenomenon

Treasures of Hidden Racism in Education

 pprt-rev1          educational-racism-book          Racism Book          icon_r

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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