There was a time when teachers had the big desk facing the kids who sat in rows in front of them. Everyone knew the rules; everyone knew who was in charge, and discipline was meted out swiftly. Misbehave and either end up sitting in the hallway or landing in the principal’s office. I know from personal experience…
Principal Edgerton got to know me too well, but the standout time was when I made 7th grade history teacher, Miss K, cry. Bored and restless, I sneakily rolled a couple of marbles down the aisle her way as she droned on…
Caught, my head rolled, and my dad pulled out and used his belt. Some things you never forget, but what if I pulled that stunt today?
Looking back and according to S. Isaacson and K.D. Larson, In 1908, Robert E. Slavin’s cooperative learning “transformed instruction,” and, as he said, “It revolutionized the traditional classroom dynamic by placing emphasis on small-group student work and active participation rather than passive listening to teacher lectures…”
As it took hold, students’ desks went from rows to pods of four, and teachers’ desks moved to the back of the room. With that, teacher lectures and explanations took a back seat, replaced by “an interactive and dynamic classroom environment,” with students working together in groups to complete assignments and learn.
Also taking a back seat were the ‘zero tolerance’ policies in place between 1990 and 2010 to keep troublesome kids in check with in-school and out-of-school suspensions, even expulsions depending on the deed. Eventually, that included everything from arguments and fights to smoking and defiant and disrespectful behavior.
And caused a backlash.
The result, writes Education Week’s Olina Banerji, “Schools tried a gentler, more ‘restorative’ approach to student discipline…more inclusive, and arguably kinder.”
As described by Ai: “Restorative justice…prioritizes repairing the harm done to victims and relationships over purely punishing the offender. It brings together those who caused the harm, those impacted, and the community to foster accountability, healing, and resolution.”
However, well-intended, though, restorative justice has been largely ineffective, collecting many critics along the way, “largely,” noted Banerji, “from teachers for letting students off the hook with few to no consequences.”
No wonder, then, that the #2 reason teachers are leaving the profession is disruptive student behavior, apathy, and disrespect, together with not enough support from school administrators and leaders.
Plus, noted Banerji, “Student behavior is also a major concern of principals who want to balance softer, more restorative practices with harsher punishment, like out-of-school suspensions.”
As it stands now, when the EdWeek Research Center recently asked 5,802 teachers what might improve student behavior and classroom management…
- 63% said smaller class size.
- 58% said instruction for parents on teaching children how to behave appropriately in school.
- 54% said limiting parents’ ability to undermine consequences when their kids misbehave.
- 53% said reducing student access to screens, phones, other devices.
- 50% said tougher misbehavior consequences, such as office referrals, suspensions, and expulsions.
- 47% said more administrative support regarding student discipline.
- 44% said moving more students with behavioral challenges to a separate class or school.
So, Covid is off the hook at least for some of our school blues, but not the lack of true disciplinary action, the need for administrative support, and parents who teach their kids to be civil and engaged.
As is said, “What goes around comes around and nowadays that may well mean going old school, handling hard-to-mange students with meaningful consequences, a pinch of disappointment, guilt, and involved parents. too.
Yes or no?
~With thanks Carol
