The cost of our failure to stop bullying in our schools is enormous.
For the targets, who often endure their school years in a more or less permanent state of anxiety, the effects include not only the cuts, bruises and wounding of physical assaults. Physical, verbal and relational bullying can all result in reluctance to go to school, repeated headaches and stomach pains, bed-wetting, poor appetite, anxiety, irritability, aggression and depression. Bullying is a direct attack on a student’s status and sense of belonging to their peer group and often results in low self-esteem. In the most extreme cases targets have taken out their anger through school shootings or by committing suicide.
Students who habitually bully miss the opportunity to learn an alternative to aggression. Research tells us that they often develop a habitual tendency to abuse power. Approximately 25 percent of school bullies will be convicted of a criminal offense in their adult years.
The students on the sidelines (the "bystanders") commonly report extreme discomfort at witnessing bullying, but say that they do not know how to prevent it. They are silenced by their fear that bullies will target them if they speak out. Often they grow up believing that they are powerless to stop abusive behaviors in others.
For the school, the effects are time wasted in tackling a problem that is resistant to change, absenteeism, compromised student academic performance, low teacher morale, negative perceptions of the school by the wider community and increasing parent hostility. The school campus becomes a place where diversity is unvalued and unprotected. Schools are increasingly subject to litigation for failing to provide a safe learning environment and in some cases are being held responsible for the suicides and school shootings by students targeted by bullies.
(source)
Monday, August 17, 2009
www.nobully.com
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School bullying is widespread across the United States. Each day an estimated 160,000 children refuse to go to school because they dread the physical and verbal aggression of their peers, and the loneliness that comes from being excluded and made the target of rumors and cyber-bullying. Many more students attend school in a chronic state of anxiety.
The mission of No Bully® is to make school a place where every student feels included by their peers and accepted for who they are, so that we create a world where every adult is accepted and valued for who they are. No Bully helps schools and school districts to develop an anti-bullying policy and implement campus-wide programs to address bullying. But we don’t stop there. Our goal is for all students to develop the social and emotional intelligence that will give them greater success in their peer relationships, their academic performance and in their adult lives. We offer a choice of powerful workshops, trainings and consultation to make this happen.
America's FIRST School Bombing - Bath Massacre by Arnie Bernstein
Late at night, I was flipping through the more "obscure" channels with my remote, (at least "obscure" to my viewing habits) and was captured by an author simply describing his recent book on America's first school bombing. I confess, I had never heard of it. History repeats itself, and the Virginia Tech tragedy no doubt prompted people take a look back in time . . . past the violence of a man slaughtering children in a one room Amish schoolhouse . . . past Columbine . . . past the other 25 school shooting incidents in the space of the last several decades . . . clear back to the year 1927.
How easy it is to delude ourselves into nostalgia and believe that in earlier days of small town rural life people were simpler somehow; our beloved America less violent. There were no disturbing video games, no violent television to influence anyone to unleash outlandish rage on masses of innocents.But the lesson I gained from Arnie Bernstein's carefully researched work via town records and discussions with the few remaining survivors of this tragedy was that always, always, regardless of outside influences, regardless of the times, such incidents stem from the tormented inner workings of a mind that has somehow slipped into a very dark place.
Published by the University of Michigan Press, this exactly 200 page book (inclusive in that 200 pages are the extensive notes of reference, Mr. Bernsteins writing is objective, factual, and easy to understand. It is simple, yet deceptively so, for as he brings the reader closer to the actual events of that May morning, the style of writing is unnervingly shifted to short, two or three sentence paragraphs that jump from the first-hand experience of one child to the next - from the actions of the crazed Andrew Kehoe's methodical but deadly behavior, to the reactions of neighbors - the entire event becomes so real that it carries a terrible emotional punch, and of course, that is exactly what is needed for history to come alive.
(**SPOILER ALERT**)
In summary, a well-respected farmer named Andrew Kehoe in a small town called Bath, Michigan secretly and over a period of time, masterminded a plot to completely wire with explosives a two-story schoolhouse, as well as his own home and barn and property. After murdering his wife and setting his own house on fire, a timer set off successfully the school building where thirty-eight children and 6 adults were murdered. Many more were injured. Kehoe then drove his truck to the school to view the devastation, and when the principal approached his truck, he muttered something to the effect of "I'll take you with me, then," and detonated the dynamite inside the vehicle, killing himself and the principal as well. In the almost immediate aftermath, it was disgusting to read that the general public from miles away drove to Bath and blocked the roads into and out of the tiny town wanting to "gawk" at the event - even taking gruesome souvenirs such as a piece of intestine of Andrew Kehoe himself, wrapped around the steering wheel of his self-exploded truck. They slowed down ambulances from making the trip to Lansing, Michigan, where the hospital was located, and created so much noise that some family members attending memorial services in their own homes had to strain to hear the words of the Pastor's attempting to deliver words of comfort.
In the end, the State government and a generous private benefactor, along with thousands of school children from around the world sending in pennies and other donations, enabled the school to be rebuilt, and today a memorial plaque stands in a lovely park on the grounds of the old schoolhouse. But each year a memorial service is held and the descendants of those affected who still live in Bath find that years may have passed, but the emotions remain fresh and tragic.
This book is not a psychological profile of Andrew Kehoe. But I found it interesting that psychology was in its heyday in the 1920's, and mostly Freudian in nature. Psychiatrists apparently felt that Kehoe could not have been labeled paranoid. Some asserted he was Bipolar. But the author points out that the term "Psychopath" was probably the most appropriate, and to me, the most frightening. There was no hallucination or paranoia or insanity demonstrated by Mr. Kehoe. No mood swings of a drastic nature, or grandiosity. He was not schizophrenic and had no previous history of mental health problems. Instead, he was a highly functioning, highly intelligent member of the school board; a husband, neighbor, and property owner. The true answers to what was going on inside the head of this man were buried with him. Diagnosis can explain behavior, but it does not lessen the impact or devastation felt by the families of the victims. No matter how great the temptation is to blame violent media or outside sources, most often the people that commit such atrocities are spurred on by ideas and violence that come from within. I highly recommend Arnie Bernstein's work as a difficult to read but important coverage of this first of American school bombings. It is devoted to covering the impact of the victims and their families, and does not focus on an in depth psychological hypothesis of Andrew Kehoe, which makes the book a fitting tribute to the innocent.
Thank you for reading,
Melissa Hempe
("hempem" on Epinions.com)
middle school students
Below is a submitted comment....
As a middle school teacher, I have seen the benefits of a behavior and discipline program called PBIS (Positive Behavior and Incentives System). The program is based on modeling and expects all teachers, students, and administrators to show respect and compassion, while adhering to rules that govern all classrooms and the school. In my opinion, middle school students are at the greatest risk for bullying and being bullied. Because of their quest for independence AND acceptance, differences that are considered "not cool" leave students open to ridicule and bullying. As educators, I think we need to teach students that same-ness is boring and differences are what make the world interesting.
As a middle school teacher, I have seen the benefits of a behavior and discipline program called PBIS (Positive Behavior and Incentives System). The program is based on modeling and expects all teachers, students, and administrators to show respect and compassion, while adhering to rules that govern all classrooms and the school. In my opinion, middle school students are at the greatest risk for bullying and being bullied. Because of their quest for independence AND acceptance, differences that are considered "not cool" leave students open to ridicule and bullying. As educators, I think we need to teach students that same-ness is boring and differences are what make the world interesting.
thoughts from a guidance counselor
These thoughts were sent to me from an elementary guidance counselor.
______________________________________________________
It is my opinion that bullying can come in many shapes and forms. A school must address it from all different levels and, really, it is is an ongoing conversation. Will we ever completely eliminate bullying?
Of course not. However, it is something that should be emphasized and addressed in terms of "how we treat others" by classroom teachers, guidance, administration, etc. at all times. In doing so, issues of bullying will be much less if the school takes this team approach.
Of course not. However, it is something that should be emphasized and addressed in terms of "how we treat others" by classroom teachers, guidance, administration, etc. at all times. In doing so, issues of bullying will be much less if the school takes this team approach.
Sunday, August 16, 2009
Bullying Facts and Statistics
www.safeyouth.org
Prevalence
Almost 30% of youth in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both. In a recent national survey of students in grades 6-10, 13% reported bullying others, 11% reported being the target of bullies, and another 6% said that they bullied others and were bullied themselves.
Male vs. Female
Bullying takes on different forms in male and female youth. While both male and female youth say that others bully them by making fun of the way they look or talk, males are more likely to report being hit, slapped, or pushed. Female youth are more likely than males to report being the targets of rumors and sexual comments. While male youth target both boys and girls, female youth most often bully other girls, using more subtle and indirect forms of aggression than boys. For example, instead of physically harming others, they are more likely to spread gossip or encourage others to reject or exclude another girl.
Risk Factors for Bullying Behavior
While many people believe that bullies act tough in order to hide feelings of insecurity and self-loathing, in fact, bullies tend to be confident, with high self-esteem. They are generally physically aggressive, with pro-violence attitudes, and are typically hot-tempered, easily angered, and impulsive, with a low tolerance for frustration. Bullies have a strong need to dominate others and usually have little empathy for their targets. Male bullies are often physically bigger and stronger than their peers. Bullies tend to get in trouble more often, and to dislike and do more poorly in school, than teens who do not bully others. They are also more likely to fight, drink and smoke than their peers.
Children and teens that come from homes where parents provide little emotional support for their children, fail to monitor their activities, or have little involvement in their lives, are at greater risk for engaging in bullying behavior. Parents' discipline styles are also related to bullying behavior: an extremely permissive or excessively harsh approach to discipline can increase the risk of teenage bullying.
Surprisingly, bullies appear to have little difficulty in making friends. Their friends typically share their pro-violence attitudes and problem behaviors (such as drinking and smoking) and may be involved in bullying as well. These friends are often followers that do not initiate bullying, but participate in it.
Risk Factors for Being Targeted by Bullies
Children and youth who are bullied are typically anxious, insecure, and cautious and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by students who bully them. They are often socially isolated and lack social skills. One study found that the most frequent reason cited by youth for persons being bullied is that they "didn't fit in." Males who are bullied tend to be physically weaker than their peers.
Long-term Impact on Youth
There appears to be a strong relationship between bullying other students and experiencing later legal and criminal problems as an adult. In one study, 60% of those characterized as bullies in grades 6-9 had at least one criminal conviction by age 24. Chronic bullies seem to maintain their behaviors into adulthood, negatively influencing their ability to develop and maintain positive relationships.
Bullying can lead the children and youth that are the target of bullying to feel tense, anxious, and afraid. It can affect their concentration in school, and can lead them to avoid school in some cases. If bullying continues for some time, it can begin to affect children and youth's self-esteem and feelings of self-worth. It also can increase their social isolation, leading them to become withdrawn and depressed, anxious and insecure. In extreme cases, bullying can be devastating for children and youth, with long-term consequences. Researchers have found that years later, long after the bullying has stopped, adults who were bullied as youth have higher levels of depression and poorer self-esteem than other adults.
Effective Programs
Effective programs have been developed to reduce bullying in schools. Research has found that bullying is most likely to occur in schools where there is a lack of adult supervision during breaks, where teachers and students are indifferent to or accept bullying behavior, and where rules against bullying are not consistently enforced.
While approaches that simply crack down on individual bullies are seldom effective, when there is a school-wide commitment to end bullying, it can be reduced by up to 50%. One approach that has been shown to be effective focuses on changing school and classroom climates by: raising awareness about bullying, increasing teacher and parent involvement and supervision, forming clear rules and strong social norms against bullying, and providing support and protection for all students. This approach involves teachers, principals, students, and everyone associated with the school, including janitors, cafeteria workers, and crossing guards. Adults become aware of the extent of bullying at the school, and they involve themselves in changing the situation, rather than looking the other way. Students pledge not to bully other students, to help students who are bullied, and to make a point to include students who are left out.
Prevalence
Almost 30% of youth in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both. In a recent national survey of students in grades 6-10, 13% reported bullying others, 11% reported being the target of bullies, and another 6% said that they bullied others and were bullied themselves.
Male vs. Female
Bullying takes on different forms in male and female youth. While both male and female youth say that others bully them by making fun of the way they look or talk, males are more likely to report being hit, slapped, or pushed. Female youth are more likely than males to report being the targets of rumors and sexual comments. While male youth target both boys and girls, female youth most often bully other girls, using more subtle and indirect forms of aggression than boys. For example, instead of physically harming others, they are more likely to spread gossip or encourage others to reject or exclude another girl.
Risk Factors for Bullying Behavior
While many people believe that bullies act tough in order to hide feelings of insecurity and self-loathing, in fact, bullies tend to be confident, with high self-esteem. They are generally physically aggressive, with pro-violence attitudes, and are typically hot-tempered, easily angered, and impulsive, with a low tolerance for frustration. Bullies have a strong need to dominate others and usually have little empathy for their targets. Male bullies are often physically bigger and stronger than their peers. Bullies tend to get in trouble more often, and to dislike and do more poorly in school, than teens who do not bully others. They are also more likely to fight, drink and smoke than their peers.
Children and teens that come from homes where parents provide little emotional support for their children, fail to monitor their activities, or have little involvement in their lives, are at greater risk for engaging in bullying behavior. Parents' discipline styles are also related to bullying behavior: an extremely permissive or excessively harsh approach to discipline can increase the risk of teenage bullying.
Surprisingly, bullies appear to have little difficulty in making friends. Their friends typically share their pro-violence attitudes and problem behaviors (such as drinking and smoking) and may be involved in bullying as well. These friends are often followers that do not initiate bullying, but participate in it.
Risk Factors for Being Targeted by Bullies
Children and youth who are bullied are typically anxious, insecure, and cautious and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by students who bully them. They are often socially isolated and lack social skills. One study found that the most frequent reason cited by youth for persons being bullied is that they "didn't fit in." Males who are bullied tend to be physically weaker than their peers.
Long-term Impact on Youth
There appears to be a strong relationship between bullying other students and experiencing later legal and criminal problems as an adult. In one study, 60% of those characterized as bullies in grades 6-9 had at least one criminal conviction by age 24. Chronic bullies seem to maintain their behaviors into adulthood, negatively influencing their ability to develop and maintain positive relationships.
Bullying can lead the children and youth that are the target of bullying to feel tense, anxious, and afraid. It can affect their concentration in school, and can lead them to avoid school in some cases. If bullying continues for some time, it can begin to affect children and youth's self-esteem and feelings of self-worth. It also can increase their social isolation, leading them to become withdrawn and depressed, anxious and insecure. In extreme cases, bullying can be devastating for children and youth, with long-term consequences. Researchers have found that years later, long after the bullying has stopped, adults who were bullied as youth have higher levels of depression and poorer self-esteem than other adults.
Effective Programs
Effective programs have been developed to reduce bullying in schools. Research has found that bullying is most likely to occur in schools where there is a lack of adult supervision during breaks, where teachers and students are indifferent to or accept bullying behavior, and where rules against bullying are not consistently enforced.
While approaches that simply crack down on individual bullies are seldom effective, when there is a school-wide commitment to end bullying, it can be reduced by up to 50%. One approach that has been shown to be effective focuses on changing school and classroom climates by: raising awareness about bullying, increasing teacher and parent involvement and supervision, forming clear rules and strong social norms against bullying, and providing support and protection for all students. This approach involves teachers, principals, students, and everyone associated with the school, including janitors, cafeteria workers, and crossing guards. Adults become aware of the extent of bullying at the school, and they involve themselves in changing the situation, rather than looking the other way. Students pledge not to bully other students, to help students who are bullied, and to make a point to include students who are left out.
my thoughts
We were required to watch a film, “Bang Bang You’re Dead” for part of this assignment. The play was made into a movie which aired on Showtime. The original release date for the play was on April 1, 1999, just weeks before the shooting at Columbine. It was first done in Eugene, Oregon.
Although it can be viewed as controversial, the message is very clear. I would recommend watching it…you can find links to all ten parts on the side bar (BBYD). The only thing better would be to have this play performed in our communities.
While viewing this movie, I felt such emotions of sadness, empathy, fear and empowerment. I felt sad for the students who were being bullied. Empathy came in when I can remember being made fun of for being different. I was afraid many times...sometimes for the one being bullied and other times for innocent bystanders of potential violence. I also felt fear for what might happen. In the end, I felt empowered to do something. I may not be able to stop school violence, but if we all did our parts, whether they be big or small, the trend will decrease. The little things can mean so very much.
Can't we all do our part to help stop school violence?
Although it can be viewed as controversial, the message is very clear. I would recommend watching it…you can find links to all ten parts on the side bar (BBYD). The only thing better would be to have this play performed in our communities.
While viewing this movie, I felt such emotions of sadness, empathy, fear and empowerment. I felt sad for the students who were being bullied. Empathy came in when I can remember being made fun of for being different. I was afraid many times...sometimes for the one being bullied and other times for innocent bystanders of potential violence. I also felt fear for what might happen. In the end, I felt empowered to do something. I may not be able to stop school violence, but if we all did our parts, whether they be big or small, the trend will decrease. The little things can mean so very much.
Can't we all do our part to help stop school violence?
The purpose of this blog is to provide an interactive forum for teachers, paraprofessionals, principals, guidance counselors, all school staff personnel and parents to visit and share both their successes and hardships having to do with school violence. The beauty of the world wide web is the ability to draw in audiences from around the world. All schools are not the same. All students are not the same. We can, however, all be on the same page when it comes to school violence prevention, intervention and the aftermath when it does occur.
I thank those of you who pass on this link in the hopes that if we can prevent even one act of school violence, we are on the right path.
Again, to return to the full site, please click on the blog title.
a teacher's view
This post was sent to me via email.
______________________________________________________
______________________________________________________
I've viewed the posts on the website and have a few comments myself. As a teacher, I would have been extremely upset had I had to endure a drill such as the one posted. I cannot believe that the administration would have to go to such extremes to train their teachers as to what to do in such an event. Shooting blanks at the ceiling... really? The officer couldn't have simply said, "This is a drill and now you're dead?" What if the teacher with the heart problem had had a heart attack? What then? Oops... we made a mistake?
I've taught at two extremely different schools with two extremely different student populations. One had over 3000 students, the other 800 and the treatment of school shootings, the training, the seriousness that is taken about school violence is different. The larger school put much more emphasis on it than the smaller school.
We do have searches, etc at the school I teach now and zero tolerance is a big issue. Recently, a student was found to have hunting/fishing gear (knives) in his truck. Due to the zero tolerance policy, he was suspended until the school board could hear an appeal. Please keep in mind that students were up in arms about this because the school is in a small, rural community where hunting, fishing, and farming are the norm. The knife was locked up in the tackle box. Should he be suspended/ expelled? The question is, what's to stop a student from using a sharp pencil to stab a classmate? Almost anything can be viewed as a weapon.
I do have to say, the principal came to my class to speak with the students about the issue of zero tolerance, weapons, etc. and made a great point. Yes, the knife may have been used for fishing, but how do they know the student didn't just break up with his girlfriend or is on medication that isn't adjusted correctly? The knife is just sitting there and can be used, even if it isn't meant to be. I think it's a scary issue and one that fades into the limelight until another act of violence occurs. That's what's sad.
I've taught at two extremely different schools with two extremely different student populations. One had over 3000 students, the other 800 and the treatment of school shootings, the training, the seriousness that is taken about school violence is different. The larger school put much more emphasis on it than the smaller school.
We do have searches, etc at the school I teach now and zero tolerance is a big issue. Recently, a student was found to have hunting/fishing gear (knives) in his truck. Due to the zero tolerance policy, he was suspended until the school board could hear an appeal. Please keep in mind that students were up in arms about this because the school is in a small, rural community where hunting, fishing, and farming are the norm. The knife was locked up in the tackle box. Should he be suspended/ expelled? The question is, what's to stop a student from using a sharp pencil to stab a classmate? Almost anything can be viewed as a weapon.
I do have to say, the principal came to my class to speak with the students about the issue of zero tolerance, weapons, etc. and made a great point. Yes, the knife may have been used for fishing, but how do they know the student didn't just break up with his girlfriend or is on medication that isn't adjusted correctly? The knife is just sitting there and can be used, even if it isn't meant to be. I think it's a scary issue and one that fades into the limelight until another act of violence occurs. That's what's sad.
another email sent
Below you will find the text from an email sent to me from a retired law enforcement officer and current school board member.
__________________________________________________
Very nice forum. Along with the forum, you have nice sidebar features to include directions, relative comments, quotes, real life video, and contact information.
Very nice forum. Along with the forum, you have nice sidebar features to include directions, relative comments, quotes, real life video, and contact information.
Having served and retired as a law enforcement officer, I really appreciated reading the “drill” posted on August 15, 2009. My view is there are some non-emotional, non-dangerous type drills that can be conducted without notifying all those involved, such as testing computer backups or building generators. I see nothing wrong with performing a building security test to see if a teacher will allow someone into the school without first checking who they are or properly informing them where to enter, but that is where it should have stopped and been critiqued. In my opinion, a highly emotional exercise like this only puts law enforcement and unsuspecting people in the school building at risk.
Keep up the great work!
Saturday, August 15, 2009
drill
A teacher submitted this comment but I felt it deserved it's own posting. It is in response to this post.
A few years ago, our campus had an armed intruder drill. We all thought it was wonderful--but we have been severely chastised for it since then.During the August in-service days, all of the teachers were working in their rooms. I was sitting at my desk, with my back to the open door. I heard a noise, but had no clue what it was. I thought someone knocked over a ladder. The teacher in the adjoining room came running to the connecting doors bug-eyed. He asked what the noise was. I told him I had no clue. Before I could finish my sentence, he was running into his room. I went after him. As I did, an announcement ("There is a man in the building with a friend."--Yes, that was our "code" for an armed intruder!) came over the PA. I took my keys to the door to lock it and turn off the lights. When I got to the doorway, a man with a shotgun was about 3 feet from my door. I slammed the door and lunged behind the desk. After a few minutes, the other teacher came to the door, and we watched a team of police officers walk past my door with guns drawn. We went to his classroom at that point. We heard some popping sounds and sat quietly for what seemed like forever. We finally heard keys in the door and sat quietly. We heard a person say "Police, anyone in here?" We still didn't speak. They asked again while shining their flashlights into the room. Finally, we figured it was really the police and commented. They told us it was a drill, but they wanted us to still follow the procedure of running with our hands on our heads while bent over. After everyone was "found", we convened in the cafeteria for a debriefing. At that point, we found out how "stupid" some teachers are. (Sorry, there isn't a better way to phrase that!) See, the armed man--a police officer--came to a back door and knocked. One of the teachers let him in--no questions asked. After seeing the rifle, another teacher approached him and asked if the gun was real. He proceeded to fire a shot or two into the ceiling--blanks. According to the accounts, the armed gunman was in our building almost 8 minutes before anyone was notified. Our administration worked directly with the local police department--training for all of us. (This wasn't the first cooperative effort.) They kept the "people-in-the-know" to the 3 principals, 1 secretary, and 2 teachers. One of the teachers had a history of heart problems, and the other was 8 months pregnant. Everyone wanted to see exactly how people react in a situation.From all of the training I have received since then, I have been told everyone needs to know when a drill happens. This is for the emotional awareness of everyone involved. If a fire alarm goes off, people tend to think "this is a drill" and don't take it seriously. If they know ahead of time that there is a drill, they will know it is the real deal if an alarm goes off with no prior warning.
*PLEASE NOTE: This drill was done in 2001. So many things have changed since then.
Friday, August 14, 2009
follow up
In reference to an earlier post, I posed the question of what you would do if you are in lockdown and the fire alarm goes off. I have since contacted both our local fire chief and chief of police in our village. Both gentlemen had the same answer: STAY IN YOUR ROOM.
The general consensus was that our job as teachers is to protect the students. The job of the administration is to protect the teachers and staff. The job of the police and firefighters is to protect everyone.
The fire chief said to put a coat or jacket at the base of the door to prevent smoke from seeping into the room, but only if you could do so without being seen. If you could not do this, then do not attempt to do it. In the worst case scenario, he said to take a desk and break a window to get out if smoke or fire was visible. Take a rug or carpet from the classroom or if no carpet is available, then a coat or jacket to cover the window frame that was broken to protect the students.
Does this answer the question? It does as far as our school district goes. What is the policy at your school?
The general consensus was that our job as teachers is to protect the students. The job of the administration is to protect the teachers and staff. The job of the police and firefighters is to protect everyone.
The fire chief said to put a coat or jacket at the base of the door to prevent smoke from seeping into the room, but only if you could do so without being seen. If you could not do this, then do not attempt to do it. In the worst case scenario, he said to take a desk and break a window to get out if smoke or fire was visible. Take a rug or carpet from the classroom or if no carpet is available, then a coat or jacket to cover the window frame that was broken to protect the students.
Does this answer the question? It does as far as our school district goes. What is the policy at your school?
thoughts from a principal
I received this email from a principal at our local middle school.
R.P., Principal
Hi,
Since I have been at the Middle School our discipline has been cut in half. The key to this has been the dedication and caring of our teachers. When a student is having difficulty at school our teachers have dedicated themselves to go the extra step. There is a reason why Johnny is not turning in his homework, talking rudely, or talking stupid Middle School talk. Instead of immediately disciplining, teachers have dedicated themselves to find out why Johnny is acting out. (This is commonly referred to as the "Aha" moment.) The reason for the behavior then becomes the target of intervention and assistance. The caring atmosphere provides a basis of love, security and trust that at times is frustrating and not always easy, but has made a difference.
Since I have been at the Middle School our discipline has been cut in half. The key to this has been the dedication and caring of our teachers. When a student is having difficulty at school our teachers have dedicated themselves to go the extra step. There is a reason why Johnny is not turning in his homework, talking rudely, or talking stupid Middle School talk. Instead of immediately disciplining, teachers have dedicated themselves to find out why Johnny is acting out. (This is commonly referred to as the "Aha" moment.) The reason for the behavior then becomes the target of intervention and assistance. The caring atmosphere provides a basis of love, security and trust that at times is frustrating and not always easy, but has made a difference.
R.P., Principal
Thursday, August 13, 2009
overwhelming
It seems there is a never ending supply, if you will, of media available about school violence. As in one of the videos I have posted, we CAN do something about it. We can educate which will hopefully prevent.
As I sat and watched these videos, it brought tears to my eyes. What can we, as educators, learn from these incidents which have already happened? We must be able to take some good from the bad...
As I sat and watched these videos, it brought tears to my eyes. What can we, as educators, learn from these incidents which have already happened? We must be able to take some good from the bad...
please share
Share with us how you have experienced school violence as a student or teacher. Discuss the major problems in your school and how you are involved.
You can comment or email me your comments to be posted.
You can comment or email me your comments to be posted.
a question
Here is a question I pose to you:
If your school is in lockdown and the fire alarm goes off, what to you do?
If your school is in lockdown and the fire alarm goes off, what to you do?
Sunday, August 9, 2009
Rules
Rules should be reasonable, clear and consistent.
1. You will not do anything to prevent yourself from learning.
2. You will not do anything to prevent others from learning.
3. You will not not challenge me in a public setting.
~MH
1. You will not do anything to prevent yourself from learning.
2. You will not do anything to prevent others from learning.
3. You will not not challenge me in a public setting.
~MH
Saturday, August 8, 2009
first post
Welcome! As a student enrolled in an online university graduate class, one of our assignments is to create an interactive place to discuss an important topic facing educators today: school violence. Please note this site is under construction but all comments and suggestions are most welcome. To return to the full site, just click on the title of the website.
Thanks for stopping by.
Thanks for stopping by.
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