How to Lose Good Students and Good Families

The surveillance video was surprisingly clear, and it showed one student attack another student --and the victim fighting back.  The victim was pushed from behind and then jerked around by his backpack.  He turned around and a fight ensued, with most of the action unfolding outside of the view of the camera…  Nobody wants fights on campus, and certainly nobody wants students to be injured at school as the result of a violent fight.  That is what we can all agree upon.  But I also know that we all have the unalienable right of self-defense when we are attacked.  

Don’t we?

So it came as somewhat of a surprise to me to hear administrators and others whose opinions I typically respect tell me as we watched the video, “See, the student who was pushed turned around and started swinging, throwing punches.”  “Did he really have to do this, or could he have handled it a different way by talking his way out of the incident and not swinging at the attacker?”  Was the question one administrator asked me....

 

My answer:

 

We are asking the wrong question and focusing on the wrong student.  The only question that matters, so far as I’m concerned, is why one student physically attacked another.  Blaming the victim for defending himself and fighting off this attacker solves nothing.

In the incident in question, the one depicted on a video I recently viewed, the attacker was eventually punished appropriately in my opinion and the victim sustained a minor injury.  The parents of the victim chose not to press charges, and as best I can tell these two students have had no further issues.

At another school in our district, a High School,  the story did not play out with such a happy ending.

 In this school, the student who was bullied and physically slapped and taunted on multiple occasions tried to play it off.  He took it.  He walked away, and he turned the other cheek.  Eventually, he became depressed and confided in his parents about what was happening.  His parent contacted the bullied student’s coach, who assured the parent “he would take care of it.” 

That did not happen.

The bullying became worse and soon other students, somehow hearing that the victim’s parents had tried to intervene to stop the bullying, joined in the free-for-all of taunting this student. 

Many of these students began calling this freshman student their “Little White Bitch”

Finally, the exasperated parent approached the principal about the physical and mental abuses, and she was essentially blown-off with a “boys will be boys” sort of nonchalant response.

“I have never felt so rushed out of a meeting before in my life, like he did not want to hear anything I

Encouragement Continues for More Appropriately Addressing Chronic Misbehavior in our Schools

I'm once again receiving significant support for the DESPERATE NEED of a restructuring of discipline enforcement locally in our schools.  I've talked about it, blogged about it, and now appeared on TV locally.  This is a focus that I will continue, do to tremendous, widespread support for the idea that I'm continuing to receive from stakeholders.

Some district leaders condescendingly, deridingly,  attempt to marginalize my initiative on getting control of our discipline enforcement failures in the schools.  I won't take it personally, I'll stay positive and I'll stay persistent.  And I'll clear up the misconceptions they perpetuate about me.

I never give up on a kid in our schools who wants to learn and is not a predator and a chronic nightmare to everyone around him/her

and...

No, It's not that "I don't understand the issue"

No, It's not that "I'm over-reacting"

and no, it's not me catering to "disgruntled outliers"   Nope, it's none of this.



At a PTA function I attended yesterday,

 a High School teacher that was present made it a point to come over to my table and shake my hand stating:

"You are right-on about discipline-thank you, and  I have a lot of stories I could tell"  (I'm going to be meeting with him soon)

Another stakeholder, a parent,  came by my table, gave me a hug, and said: 

"Good job on bringing up the discipline problems" 

A former ALL STAR teacher that we lost to a neighbor county last year (in large part due to a deteriorating, dysfunctional discipline climate in one of our elementary schools) stated in a recent communication directed to me:

"I saw you on the news! praise God for the boldness in addressing this discipline problem!"

Another teacher wrote:

"Thank YOU, for continually speaking FOR teachers and issues that other members want to sweep under the carpet because they actually have NO IDEA what teachers go through on a daily basis............TRYING to teach students who want to learn, but constantly being disrupted by students with multiple referrals. Yes, you are correct, younger teachers do not want to speak up because they are no longer "tenured", so they endure things day in and out that should not be..........My heart aches for teacher friends I have in other schools who have to endure with NO SUPPORT. And these are ELEMENTARY schools!! I can't imagine what it's like in middle school and high school. Keep fighting the good fight!!"

Another teacher wrote:

"lack of discipline in the school district is a major reason teachers are leaving the system. Behavior is a big issue in the school district. I don't believe we are helping children when we are constantly allowing them to continue with negative behavior and no consequences are given to them for their negative behavior."

On the issue of the current leadership team's reaction to fixing this discipline issue, another teacher wrote:  

"They live in a dream world of ideology and too long out of the mainstream. The truth is, solving the problem would be difficult at first, but zero tolerance would be quickly embraced by everyone involved. It is truly the answer. The taxpayer, the student, the parents of those who do what they are supposed to do!!!"

Another Parent wrote me about his concerns:

Mr. Bergosh,



I wanted to take the time to say, Thank You, for your comments regarding the
need to begin the process of reclaiming a respectful standard of behavior
and compliance in Escambia County Schools and establishing a consequential
path to students continue an often As the father of a 7th grade XXXXXXXX at
XXXXXXXXXX and a XXXXXXXX in XXXXXXXXX grade at XXXXXXXXX,XXXXXXXXXXXXXXXs,
 I sincerely believe the lack of definitive and escalating set of
consequences which students are savvy enough to be aware of lead to the lack
of courtesy, cooperation and at the very least, compliance with standards of
behavior. By the PNJ article on the 2-16-15, I am led to believe there is
not a limit to disciplinary events which force the parents or guardians to
act  or be notified further non-compliance will result in expulsion. Tell me
this is not the case. I just had the unfortunate conversation with a good
friend whose son will be attending  St. Paul's Catholic next year for 6th
grade because of the accounts of harassment, bullying, intimidation and lack
of consequences for offenders[in his district-ed school]. His outstanding son who simply was never
evaluated for XXXXXXXXXXX, wants to be able to experience the Workforce
Development department engineering robotics and energy courses and
participate in the new Technology Student Association club next year but
because he is not in the XXXXXXXXXXXXXXX will face the disturbing accounts of
behavior during transition, lunch, and in several cases, classroom
occurrences. These accounts widely discussed by everyone in the feeder
patterns of XXXXXXXXXX, XXXXXXXXX and XXXXXXXXXXX overshadow the
outstanding education and educators which exist at Workman Middle. To put a
relevance to this comment, my XXXXXXXX relays the weekly accounts of behavior ,
language, and conduct which seem oddly familiar with my experiences in
1979-80 as a 6th grader there. The difference being that we had to face dean
XXXXXXXXXXX in the XXXXXXXXXX office. He was fair but did not mess around. 



I am concerned the school system will continue to lose outstanding families
to private and parochial schools until this school system makes the
difficult and possible unpopular decisions to reign in the purposeful
disruption of the academic environment and behavioral expectations
concerning the rights of students to attend an institution with realistic
expectations of respect and in harmony with education's primary functions
intellectual and personal development. 



I am basing these comments and directing this commendation to you towards
your fellow board members and my family's board member, XXXXXXXXXXXXX, 
from the PNJ article. I hope you and your fellow members find
these words encouraging and constructive. I look forward to hearing the
progress the Escambia County School Board makes in continuing this dialogue
to reach an equitable but effective set of policies regarding disciplinary
consequences.



Kind Regards,

XXXXXXXXXXXXXX

XXXXXXXXXXXXXXXX

David Spade and Lee McNulty, Two Videos that are Relevant.

                                     

The answer is always no.  It is like I'm the caller trying to get David Spade in the Capital One commercials above to say yes! 

When I bring initiatives to this school board that deserve at least some consideration--it seems like the first answer is always NO.  That's okay, I know how to be persistent. 

But discipline and policy enforcement as it relates to discipline are areas of concern, expressed by teachers and parents to me in increasingly large numbers in the wake of the publication of my recent viewpoint in the PNJ; Despite this-- it appears as if this is a discussion that the board and administration does not want to have.  "We're doing all we can" is what I'm hearing at the meetings. "We are limited in what we can do" is a common refrain

 I disagree and think we can and should be doing more.   I don't want any students to be subjected to some of the things mentioned in Lee McNulty's video below....

While we in Escambia county schools are like James Hilton's  Shangri-La compared to Patterson New Jersey--we DO share some of the same problems described in his video above.  Teachers discouraged from administering discipline, infractions minimized and not coded correctly, students pushed through the system, etc. etc.  (Disclaimer--I'm not linking this video to say that we are anything close to Patterson NJ public schools--thank God we're not).

Although I know we are nowhere near Patterson and that the majority of our schools are very, very good, many of the issues expressed by this 27 year high school teacher in his video above are relevant to a discussion on school climate and school violence that I am trying to foster locally---particularly when they ask Mr. McNulty what he would do if he were in charge--from minute 9:35 on to the end at minute 13:00.  Some of what he is saying is relevant to some of our schools and anyone who would deny this IS living in James Hilton's Shangri-La mentally or they are not being honest.

I'm not tackling this issue to be divisive, I want us to tighten up on this like we've done with the district drug plan and first grade reading engagement.  I want us to truly do everything we can with a comprehensive plan on school climate, discipline, and violence.  And no, I don't subscribe to the failed notion that "discussing" this problem is "attacking" leadership or the schools.  Trying to improve and organization does not equal not supporting the organization. 

I simply don't want to see us devolve to a point that we are like Patterson NJ with respect to the way misbehavior is tolerated and students are allowed to run the schools and for this receive a promotion to the next level. I don't want our enrollments to continue to stagnate while our neighbor Santa Rosa county enjoys geometric school system enrollment gains.  I don't want to continue seeing some schools churn out staff to the point that every three years there is an 80% turnover.  These issues are all inter-related and that's why I want to listen to the concerned voices from the classroom that I am hearing on the subject of discipline and school climate.  That's why I'm staying on this issue because teachers, particularly the young ones, "are afraid to speak up and they feel like they are not protected if they do."  That's a direct quote from an Escambia County classroom teacher, by the way.

Mr. Big "A" and Discipline Dysfunction.....

It started out pretty innocuously.  Big "A" transferred from one middle school over to another in the 7th grade here in Pensacola.  But "Big A" started getting into trouble at his new school.  Nothing serious at first, nothing really too terrible.  He was caught selling candy in violation of school rules.  He was tardy.  He started to become a disruption.  nothing too bad at first.

Soon, Big A was blatantly defiant to district personnel, and willfully disrespectful to other students.  Big A liked to push his weight around, figuratively and literally;  As a seventh grader, he stood 6' 1" and weighed in at 270.  He was a big kid.

Soon, these referrals started to stack up (eventually there would be 16 in one calendar year, sixteen!)

At referral number 5, Big A committed a significant infraction;  The teacher that day recorded on the referral she wrote that Big A was "Bullying the same female student again, calling her "ass-crack" every time he saw her.  This student was upset, and did not understand why Big A was bullying her, and she did not like it.  The teacher used the word "Bullying", in her write up--but for reasons that I do not understand this infraction was not coded as bullying in SESIR.  

Other referrals came, Big A used demeaning homophobic slurs on some students, taunting others calling them "Bitches"

He confronted a female staff member outside, intimidating her to the point that she reported feeling threatened.

Big A even shoved a teacher that was trying to keep him from fighting with another student.

Fast forward a few referrals later, and Big "A" was walking up and down the halls of his school, using the "N-Word" over and over, loud enough that other students and faculty can hear it.  When 

An Escalation of Misbehavior, Increasing Violence Not Adequately Checked

Don Parker from WCOA had me on as a guest this morning to discuss discipline issues.  We had a pleasant conversation, and I discussed the discipline plan I brought to the school board last Friday morning.  I was somewhat surprised that the majority of the board feels things are essentially okay and that the current system/discipline matrix needs more time to be deployed so the results can be analyzed.

I worry about how many victims it will take before we take bold action and use every tool in our kit to get discipline under control, and violent, dangerous students moved to separate locations/programs so they won't destroy the learning environment for students and teachers as they are currently doing.

I'm going to continue to talk about the most egregious discipline infractions and the anemic ramifications these students receive each month.  Eventually, hopefully, this will get the attention it so desperately deserves from administrators and the other school board members.  This is the way parents and teachers who have contacted me want me to proceed-and so I will continue my attempt to keep the focus on these issues going forward.

Florida State Rep. on School Climate: "How Do We Know the Data Reflecting Fewer School Incidents of Violence is Real?"

....That is the question posed by Florida House of Representatives K-12 Subcommittee Chair Janet Adkins in this past Wednesday's K-12 subcommittee meeting.

The committee was given a presentation by two DOE personnel about school climate and the apparently decreasing levels of reportable school violence and misbehavior incidents.

The very colorful PowerPoint presentation and full meeting packet is here.

Several committee members were skeptical, thankfully.  It's not a rosy picture in many classrooms.

From about minute 25 to minute 46 of this video-members of the committee asked a series of very good questions-the gist of which was captured at minute 46:22 by Chair Adkins, when she asked

"How do we get to what is real, society is not getting kinder and gentler, yet we're to believe the number of these incidents is decreasing in our schools.  But I talk to teachers and they are discouraged; they are discouraged about classrooms that are not controlled and their inability to

Overwhelmingly Positive Response to PNJ Viewpoint on School Behavior Part II

The text message from a district History Teacher and coach was short and to the point on Sunday morning, the day this viewpoint dropped:

"Excellent oped!!  Thank you for voicing the frustration that many of us feel in the classroom."
was the content of this text message.

On Wednesday, I was on the campus of an elementary school on my lunch break.

Two teachers at this west-side elementary pulled me aside when I was on their campus.  One, a kindergarten teacher, said  "I just want to say thank you for writing that piece.  I agree with it wholeheartedly" she said.  "The behaviors just seem to be getting worse and worse, and this year is especially bad!"

Another teacher that walked by joined the conversation, explaining she has taught at this school for more than 7 years and has dealt with her share of discipline issues as well, suggesting that "Administration really does not seem to get what we are dealing with;  they don't seem to realize the uphill challenges we are facing everyday--it's like they are oblivious to it"

Later that same day, three different elementary teachers from a different elementary school contacted me about atrocious, out-of-control and unsafe behaviors being tolerated at their school.

"Every day XXXXX is out of control. He is throwing things across the room, and when a call for assistance is made they remove him--but then he is right back the next day and the bad behavior continues"  said one teacher.  She went on "I believe that Mrs. XXXXXXX  is trying to cope with XXXXX, but the feeling I get is that she is not getting support from downtown--and this is not safe, someone is going to get hurt!"

The other teacher from that school that called echoed these sentiments  "I know how to teach, and this is NOT a classroom control issue. I've taught for almost 20 years-- I can and do deal with these run of the mill issues.  This is different than that"

Finally, a former Pine Forest HS teacher related to me that "These out of control student issues are more common than people realize, I hear these sorts of complaints from teachers in this district all of the time"  he stated to me.

The following email (excerpts of which I'll paste below) that I received from yet another teacher really defines the problem---and suggests and requests a common-sense solution (bolded by me)

"I wanted to tell you how much I appreciated you recent op-ed in the PNJ.  It definitely hit home... I have been a teacher for nearly 30 years.  I have been a teacher in Escambia County for nearly 27 of those 30 years at the same school.  I wanted to share that I am very concerned about discipline.   I have witnessed events in the past three years that I never dreamed I would see as a  teacher.  Let me put it like this.. I can retire as soon as possible, which will be next December.  While I may stay a bit longer, I plan to retire.  While I truly believe the administration at my school realizes the serious issues we are facing, they tell us their hands are tied, and they have little recourse.  I never thought I would see the day when my judgement as a teacher was so disregarded that I am not even allowed to write a referral on a student for a serious offense.  Classroom management is my strong suit, however, the level of disrespect on a daily basis is difficult to endure.   I do have a suggestion that will not cost anything or require cameras.  My suggestion is that when administrators are doing a classroom walk thru to see what I am doing, they instead inquire about my day, ask if I am having any problems, and if they need to speak with a student or make a call home.  I feel as a teacher with nearly 30 years experience, this would put most of your "small time" problems on alert.  Without parent inconvenience, and knowledge of the problem, we are beating our heads against a wall.  At my school, it isn't unusual to have TWO walk throughs in a day.  As a teacher who is ALWAYS on task, this interruption would be better served addressing discipline.  The children would then see that there is a connection between the classroom teacher, and authority.  At the moment, there is not a connection.  They walk through to see what we are doing, and discipline isn't part of it.  This is just a suggestion by an old timer who is about to leave the building.  I loved your op ed, and again, thank you for your support.  Warmest regards"

Overwhelmingly Positive Reaction to PNJ Viewpoint on School Discipline, Part I

With the publication of the viewpoint op-ed on discipline that ran in Sunday's paper, came an overwhelmingly positive response.  I've been called, emailed, and spoken to in person by many persons affiliated with our schools, and the only thing I can surmise is that with the publication of this piece, I have struck an exposed nerve in the district.  Like a bolt of lightning hitting an umbrella, this piece has started a conversation.  Along with these numerous emails, phone calls, and personal expressions of thanks for writing this piece, I have also had friends of friends contact me through third parties, thanking me for writing this and speaking the truth.  On the PNJ site, the story has been "shared" more than 110 times--that is a lot of facebook walls that this story appeared on!   Some of the hardest hitting responses:

"Thank you for your spot-on editorial.  My elementary classroom has been disrupted by students who know their misbehavior is tolerated with no real consequences.  Hopefully your voice of reason will become the norm."

..wrote one elementary school teacher.

"Dear Jeff, I would venture to say that you will receive a "landslide" of response to your article. It is extremely accurate in that strict discipline should apply to all children regardless of a child's circumstances, with some exceptions of course. Those, who are advocates of "sparing the rod", will live to regret it. There is probably much regret now."

..wrote an interested community member and parent

"Jeff.... 

I strongly agree with your PNJ piece.... i.e. disruptive kids do not belong in a classroom.  

long ago while waiting to do six months Army reserve training I sub taught at middle and high schools. I soon saw there were always a few "students" that were disruptive and ruined the classroom learning ambience for the rest. It seemed obvious all would benefit if the disruptive few were allowed to leave the classroom...Years later when my son was navigating the Pensacola school system much remained the same.... a disruptive few were allowed to screw others by their presence. When I mentioned this to administrators I got the same response. It was school policy to try to keep all kids in class regardless of their interest or ability to learn what was being presented."

....Wrote a parent 

"You could not be any more correct in your logic and presentation than was printed in your VIEWPOINT.

Working in the district for 39 years and seeing "discipline" become a matter of laughter among students, I wish to let you know how much I appreciate your words and efforts. Trying to sweep back the tide seems impossible, but maybe enough effort directed toward students to adhere to rules, self-discipline, pride may yield positive results.  Schools in many cases are warehouses for young criminals, Mothers are allowed to claim their criminal spawn for financial benefit as long as that individual is enrolled. Special education classes often are the worst case scenario, in that a plethora of exemptions allow these criminals to circumvent the rules "normal" student may adhere to.

Racism is the catch word for any and everything for those not wishing to adhere to civilized behavior. Following closely behind is the word poverty. XXXXXXX  XXXXXXX by and large perform and excel because of family and personal honor and commitment to make the best possible out of what is available. Check any school...XXXXXXXX, XXXXXXXXXXX or any XXXXXX child is not a problem to be dealt with. If so, rarely!

At the end of my career...last ten years or so was spent at XXXXXXXXX after completing my sentence at the Gulag XXXXXXXXXXXXX. Sentence was imposed for questioning and challenging XXXXX XXXXXX and others as to spending of Federal money...waste, fraud and corruption. Branded as negative and not a team player, demoted from XXXXXXXXX to XXXXXXXXX at The XXXXXXXXXXX. ;) Keep the course and let me know if I may be of assistance in your effort."

...Wrote a retired 39 year veteran teacher

To say you 'hit the nail' on the head is an understatement...for the past two years I have said repeatedly to any one that will listen, "We are creating the thugs and criminals of the future," in the county.   I used to love my job, the kids, and even the extra effort that must go into each day.  I am sad to say I do not feel this way anymore.  Our district is in major need of an overhaul. 

Getting Ahead of Chronic, Habitual Discipline Problem Students in Schools

On the School Board's next discussion workshop agenda I have placed an agenda item regarding discipline.

I am going to propose to my counterparts that we establish a discipline intervention overlay to the district's recently adopted school discipline matrix.

The purpose for this proposed  policy addition is to catch and address bad behavior early and often in  in order to improve the safety, climate and learning atmosphere in our schools. Once we get this area under control (because currently it is not) all the other difficult issues surrounding teaching students will be much more manageable.

As we have seen with our first grade retention protocol regarding intensified notification and interaction with elementary school parents and students at the first grade level--setting a firm set of steps improves parental engagement and  student academic outcomes. With the reading program, we mandate parent conferences with students at risk of retention.  This has helped us tremendously with reducing the number of students not reading on grade level upon leaving first grade.  It has also helped our general parental engagement efforts as well.

With respect to discipline in our schools, we simply have too many students racking up obscene numbers of referrals while simultaneously being allowed to stay in their schools and demoralize staff and destroy the learning environments for other students who come to school to learn.

The overwhelmingly positive response to my recent op-ed in the Pensacola News Journal is the stark proof of this....

So what I'm proposing to my counterparts on the school board and to the superintendent's staff is a district-level intervention be written into policy.


If a student receives more than 10 referrals in any one semester, or a total of 15 in any one school year, such a student will  automatically be given a 9-day suspension from his regular school and a summons to appear downtown at the McDaniel Building for a district disciplinary hearing.   His/her family will also be required to come to the district office and appear before this panel of administrators, specialists, counselors, and other personnel as necessary--the point of which will be to ascertain what has gone wrong with such a student's behavior.  At this meeting at the downtown office, a judgement will be rendered as to the future placement of the student (traditional school w/ STRICTLY ENFORCED behavior contract, alternative school, or perhaps Camelot or DJJ) depending upon what the causes for the misbehavior are.   Additionally, if the student requires other district provided services (ESE, Counseling, etc.) for conditions that may be contributing to the misbehavior, a timeline and a detailed plan to administer such services will also be offered.

Lastly, and most importantly, such a policy must be adhered to with fidelity to ensure success.

For this reason, I will suggest that it be disseminated far and wide, throughout the district, that our anonymous hotline number be made available to everyone district-wide, with the intention being to ensure compliance.  A call to this hotline alleging any employee  attempts to subvert this policy by directing employees under their charge to not write a referral for discipline or to not act on a blatant behavior violation in an attempt to frustrate this policy, that such conduct if confirmed will be met significant disciplinary consequences in accordance with school board policy, Florida Law, and relevant collective bargaining agreement language.

I'll further suggest that the minutiae of the procedural aspects of this board policy be developed by the superintendent's staff via a SOP and disseminated to members of the board.

As we did with first grade reading--we must engage in school-wide discipline interventions.  We must do more, and we must do better.

Violence in our Schools Part II: Liberal Psychosis Destroying the Public Schools before our Very Eyes..

Liberals have a way of patting themselves on the back when they feel things are going better in the schools.  In this ridiculous piece—if a disruptive student is acting up, not following established rules and affecting the teacher’s instruction—this is 100% the teacher’s fault and he/she needs more training.  From Salon.com

“Across the country, educators are rethinking their approach to school discipline in response to sky-high suspension rates that disproportionately affect black children. Some of the more common efforts aim to change student behavior or overhaul school protocols. A district might unilaterally ban suspensions for more subjective transgressions or adopt restorative justice practices designed to repair relationships when there’s been a rift. But a growing number of schools in the Bay Area and nationally are realizing that improving discipline is just as much about changing teacher behavior as changing student behavior.”

Meanwhile, liberals in California are busy patting themselves on the back because they are achieving fewer expulsions, even though student behavior, per se, has remained constant.  It’s just that the discipline handed out is much more lenient now, particularly for minority students. And this is legislated from the state capitol.  Essentially, like they’ve done for academic rigor, they have lowered the bar on school discipline, violence, and misbehavior so they can pat themselves on the back and claim “success” because fewer students, particularly minorities, are being expelled.  From the San Jose Mercury-News

“Impetus came from the state Legislature, which last year began limiting schools from suspending students for defiance. Suspensions for "willful defiance" dropped 28.9 percent from 2012-13, and expulsions for the same reason dropped 47.7 percent.  Previously, they accounted for the largest number of suspensions, and were associated with a large number of minority students' discipline.”

When Liberals (Democrat and/or Republican) squeeze this balloon on one side, it will expand on the other—they should know this.  When the politically correct educrats want a victory and sell out teachers, the good well-behaved kids, and parents to get it---this is not only reprehensible-it is dangerous. 

They wonder why fewer and fewer students are going into the field of education?

They wonder why some schools cannot be staffed?

It’s not a mystery.  Between careerist bureaucrats telling teachers they must endure verbal, physical, and emotional assaults from students that are violent, disruptive, and dangerous--- and parents and communities chastising them for being failures at educating and disciplining students from dysfunctional households—who would want that stress for the abysmal pay?

Teachers today have knives at their backs and knives in their face—they get it from both directions as they receive less support than ever from both administrators and parents.

We are engaging in this very thing here in our local schools in many instances and it is disgusting to me.   Telling the world that everything is fine in the schools when I hear from teachers, parents, and

“What Are You Lookin’ at, Cracker!”

One day in the life of a local, inner-city elementary school.  A Norman Rockwell painting it ain't...

As was her usual method of venting frustration, this fourth grade girl left her classroom, came out into the hallway, leaned against the wall, and began to kick against the wall as hard as she could while flailing her hands side to side-creating a loud ruckus that disrupted the entire fourth/fifth grade wing of the school.  According to those familiar with this school and this student, this is a daily event.

After a couple of moments, a passing adult stopped to see what was going on.                                                 

The young girl looked at this adult that had stopped and said “What are you lookin’ at, Cracker?”

The adult ignored that and asked the girl “Where are you supposed to be?” but the girl wouldn't answer the question.

“Where are you supposed to be?" the adult again asked

“Shut up!” the girl exclaimed loudly.

At this point, two teachers came from nearby classrooms to address the issue.  One, a soft-spoken female, asked the girl to return to class.  “No!”  Said the girl.  “I hate this school, I don’t want to be here! -- I want to go to Lakeview”

(This school has two “behavior technicians”-however they were both inundated handling other student misbehavior issues.  On this one recent day at this one school, one young 3^rd grade student was cuffed and taken into police custody for reasons unknown, and one kindergarten boy punched a kindergarten girl in the face, injuring her to a point where she was bleeding profusely…this in 

Implications Arising from Mr. "61"

A disruptive student can be devastating to a classroom.  A disruptive, violent and disobedient student can kill the learning environment of the classroom. You don’t have to be a genius or hold a Doctorate Degree to figure this out.  What does a disruptive student do to a classroom?  This sort of a student behavior manifests itself into a situation where other students, there simply to learn and do what is expected of them, become stressed to the point that it affects their learning.  And teachers get worn down.  Often, in this district, teachers are told they must attempt to curb the bad behavior of a student 6 or 7 times through re-direction or other classroom management technique before sending a student to the office.  How much class time does that waste? How much learning time does that rob?  What sort of a toll does it take on a teacher, who is simply trying to do his/her best to teach, when after attempting to re-direct the bad behavior 6 or 7 times and having to eventually send the student to the dean’s office—the behavior continues?  And administrators have the student returned to the same class the very next day for a replay?  I know this is devastating to morale.  That’s why we have such tremendous churn in some schools.  And it’s why we have some teachers, desperate to re-locate out of these schools and precluded from doing so, try desperately to be moved down to the kindergarten or first grade level.  In some cases, some of these disruptive students get violent; they are intimidating to some teachers.  There are some 5^th graders who are 14, 15, even 16.  Frustration builds and the environment gets toxic.  And the employee churn begins, many teachers quit, principals get switched around, and the underlying environment stays the same.  The lucky teachers, some might say, are the