Chris Frost - Influence of National Organizations - M2U2A1

Thursday was a rough day in my classroom and I left feeling utterly defeated.  A few of my students were a handful.  For a fleeting moment, I started rethinking my decision to become a teacher.  But, I gathered my emotions and thanked God that Friday was a new day.  And, I'm happy to report, Friday was much better 😂.

After Thursday, I started thinking about school discipline.  I started wondering how much undesirable behavior is too much.  In my many years of subbing, I have always said that it only takes a few students to grind learning to a halt.  I do make a concerted effort to remember, however, that every student has a story.  Every person has a story.  We don't always know what challenges someone faces, so it's best to refrain judgment.  This becomes difficult when your ability to teach is negatively impacted by the behavior of a few.  I remind myself that some of these more challenging students are safer at school than at home. Undoubtedly, some receive more attention, concern, and constructive discipline at school than they do from their own family members.

The American Federation of Teachers (AFT), AFL-CIO came out strongly against the suspension of students, citing "students miss critical access to direct instruction that cannot be recaptured once they return to school" ("Reclaiming the Promise," n.d.).  During this time away from school, negative encounters with law enforcement often occur, which further strain relationships between the student, their families, school staff, and peers.  

In lieu of suspension and expulsion, the AFT, AFL-CIO recommended "ongoing professional development and training...with a focus on evidenced-based positive school discipline, conflict resolution, cultural relevancy and responsiveness, behavior management, social justice and equity" ("Reclaiming the Promise," n.d.).  They also recommend that school funding be allocated to mental health services, school counselors, nurses, etc. who have the training necessary to assess student behavior.  Instead of suspending and expelling students, schools should explore "alternative education settings" ("Reclaiming the Promise," n.d.) for students who have not had success in a typical classroom environment.  

A 2014 article appearing in neaToday described suspending or expelling students as "an unhealthy choice for the long-term well-being of students who, after just one suspension, are more likely to repeat a grade, drop out, and enter the criminal justice system" (Flannery, 2014).  Flannery suggested a restorative-based education system to resolve conflicts and manage behavior.  Such a system might involve greeting students each morning in more welcoming ways, and helping students set up regular meetings with counselors to keep mental well-being and behavior in check.  Student peer mediators and school support staff could be involved in sitting down when issues arise and talking them through.  Also, constructive disciplinary measures, such as helping another student clean the school cafeteria, could be used to both the school and student's benefit (Flannery, 2014).  

As a classroom teacher, I agree with the recommendations of the AFT, AFL-CIO and the NEA.  We must find alternatives to suspension and expulsion for the sake of our children and future.  More resources should be earmarked for professional development of staff, school counseling, conflict resolution support, and mentoring.  We have the power to light the path for struggling students.  As reported in 2014 in neaToday, lawmakers in Colorado passed the Smart Schools Discipline Law in 2013, which limited suspensions and expulsions, and replaced them with other strategies that include restorative practices (Flannery, 2014). Results showed that the number of suspensions fell by 25 percent from 2013 to 2014. At the same time, school attendance improved (Flannery, 2014).  These are awesome results that should be explored by school districts nationwide.  

In my research, I learned that headlines on the AFT, AFL-CIO and NEA sites vary greatly.  The headlines on the former are very politically charged.  They hit you right in the face which, to me, is not very welcoming.  The headlines on the latter are much softer and more welcoming.  At first glance, more is featured on learning resources than politics.  I understand that people are very passionate when it comes to education and politics, but I prefer a bit more balance. 

References

Flannery, Mary Ellen (2014, June 16). Sowing Empathy and  Justice in Schools Through Restorative Practices. Retrieved from http://neatoday.org/2014/06/18/sowing-empathy-and-justice-in-schools-through-restorative-practices/

Reclaiming the Promise: A new path forward on school discipline practices (n.d.). Retrieved from http://www.aft.org/position/school-discipline