What Can We Do To Prevent Violence In Schools?

School violence has become a serious issue in America. What used to be simple rule-bending among students have turned into highly alarming events, such as grave threats, hitting, and even shooting. Not only do they affect the kind of education students get, they also cause tragic results. More American youths between the ages 15 to 24 die due to violence than any other cause.
School violence has become more than an issue in America; it is a very serious dilemma. Students are not just the same anymore in terms of how they handle conflict. Most do not walk away from controversial incidents. When confronted with situations or any form of conflict, most student would just deal with by throwing a punch here and a punch there. They do not fight it out; they shoot it out!
Now, times have changed. For the most part, when students are confronted with violent situations in the schools, some students would retaliate by applying more drastic measures. They not only turned into highly alarming events, such as grave threats, hitting and shooting. Students for the most part feel threatened and unsafe in the schools. Now we have a more serious dilemma and it is called, "Bullying." It has been a part of the students' body for years but now it has become more prevalent.
Bullying is a very serious dilemma in the schools. Violence in the educational system is at an all time high. It is our finding that students that practice alternative lifestyles experience this extreme forn of violence. Many students have lost their lives as a result of "Bullying!" These students that live alternative lifestyles are either beaten to death by bullies or they end up committing suicide.
As a result of violence in the schools, some parents have resorted to home-schooling to prevent and protect their children from being exposed to these type of behavioral problems. It is the function of the Board of Education to provide education and a safe environment for all children but the schools have not been able to protect these children.
It is then imperative that violence in schools be stopped before the effects become worse. It is my opinion that it can get worst and has gotten worst. The question arises, "What can we do to prevent violence in schools? Their security guards at the front gate of most schools and students are not allowed until they are checked. If that proves to be an effective method, how are outraged maniacs gaining entrance into the schools and committing grave threats to the staff and students. Obviously, this method is not effective.
In an educatonal article concerning "What can we do to prevent violence in schools" It is said, "The common anti-violence schemes used in American schools are mostly traditional preventive measures." First is the students' conduct or discipline code. This document is essentially a guide for students on how they are supposed to act within the campus; thus, it is basically just a document. To realize the power of a discipline code, most schools implement a punishment system. This system would include reprimands, detention, suspension, and even expulsion of students who break the rules in the code.
As an educator, many of us have experience the above-mentioned punishment system. This system is not 100% effective. Parents and general public have become more and more concerned about their children and families.
I totally agree that these schemes have become so common that, in a way, the youth seems to have become 'immune' to them. As the times change, the rule-breaking becomes more deeply aggressive, and so, school administrations are starting to explore new ways to address this problem.
There are three basic categories of methods that a school can adopt to prevent violence. First are management-based methods, which rely on actions and projects from administrators. Second are environmental adjustment methods, which modify the campus' environment to make it safer. Then there are education-based methods, which are about information and formation. All of these plans are in motion and meanwhile staff and students are dying by the hands of maniac.
The education article states that "Management-based methods are common yet effective if implemented well." For example, a universal yet helpful way is to provide open counseling services to students. Many of the established causes of violent behavior among young people are the emotional struggles they undergo, such as family crises and social discrimination. By providing a means for emotional and psychological healing, the problem of violence is nipped at the bud. If this is really the remedy to this epidemic, the general public still wants to know "What can we do to prevent violence in schools." The general public believes a lot of planning and talking but we are not seeing the manifestations of this bullet proof system. The bullying, fighting, shooting and bombing are still creating a major problem in the schools.
It is said that "Another method adopted by various schools is creating and maintaining linkages to the homes of students." The basic form of this is the Parent-Teacher Association, where school administrators discuss issues with the students' parents or legal guardians. Like counseling, home-school links are also a way to help improve the behavior of students. Many of the parents have lost control of their children because some are being parented in single parent homes.
The system is providing services to the general public where counseling and home-school linkages both fall under how a school manages student behavior, there are also methods that aim to improve the environment in which students act and interact with each other. Yet, violence in the schools is on the rise.
For quite sometime , a number of schools now adopt electronic security with the use of surveillance cameras and weapon detectors. Less daunting methods, such as the use of electronic identification for entrances and transactions, are also viable. Again, intruders are allowed to penetrate that system and create the most hideous crime.
Finally, it is the general opinion of policy makers "The education-based methods are deemed least solid, but if executed right, they can be highly effective." Information and formation go beyond flyers and posters. Good education-based anti-violence measures let students understand that they have options, whether in how they handle their problems, in how they interact with each other, or in getting help when they feel abused. The general public cry is they are not seeing a solution to the rising problem of violence in the schools.
These methods should go beyond the studentry - they ideally involve parents as well. Beyond the PTA discussions and updates, a better scheme is parenting training. This project does not have to overlap or conflict with the preferred parenting style of every mother or father. Instead, it complements it with solid concepts based on what administrators have found in the students' general temperament and behavior. It is my opinion, as educators, we should encourage concerned community members.
In conclusion, I would like to add this final comment as well, all of these methods can be helpful, but their effectiveness still depends on the school itself. In the end, a school's sincere care for its students is the best antidote to the issue of school violence. With sincere care, a better school community will surely be possible.

What Legal Rights Do Teachers Have In Public Education

In reading the above article to find out what new trend is active in the educational system, I found that the legal system is suggesting that, "First and foremost, before they are educators, public school teachers are citizens of the United States whose rights are and should be equally protected as the rest of the citizens of the US, and not diminished by being under the roof of public education."
Speaking out on behalf of teachers, I must admit there were times in my tenure as an educator, some of us did not feel as public school teachers we were treated as citizens of the United States who had rights and were equally protected as the rest of the citizens of the US.
Several years ago, I felt that my rights were violated by the Board of Education as a result of a terrible accident that took place on the job. One of my students who was being observed by the Department of Psychology because of her psychotic behavior in the school had a melt down on the day of her observation. She went beserk on that gruesome morning I would never forget for the rest of my life. As I was preparing to sit at her desk because she was asked to sit in a specific area to interact with her peers, she pulled the chair from under me. I felt on my knees and then I flipped backwards. When I awoke, I was admitted to a hospital in the Bronx. That was the turning point of my career. I was laid up at home for one year in pure agony and much pain.
I had to report to one of the doctors from the Department of Education for a thorough examination. I was hit with her diagnosis that due to the fall it has cause a situation that would eventually manifest in my body as I get older. "Osteoarthritis." Of course, I asked her who gave her the right to tell me such a death sentence. Abruptly, she walked out of the room and left my "Record" on her desk. I proceeded to pick it up and of course, I read it. She walked back into the room at that moment and screamed at me. She and I went toe to toe as I continued to express my alienable right to read that chart. She said, "You have no right!" Well, I found out that day as a public school teacher we have no legal rights. Well, I was in for a rude awakening. As a public school teacher, I felt like the victimizer as oppose to being the victimee. This was the beginning of a very bad dream in my life.
Oh, in reading the chart I found letters that the principal and the students had written.....lies, lies and more lies. I became and angry black woman. I felt like the system had failed me. The people that were suppose to be there for me had turned against me. The students were cohersed in writing letters that were totally untrue. The parents confided in me and warned me as to what was taking place. The principal became my Enemy #1...a man I respected and trusted. In my opinion, this system is and has not worked for all teacher. In 2015, I hope things are much better than it was for teachers in the 1993+.
When the Union stepped in to see what was taking place, they found that everybody was telling lies to cover up the entire accident. I was warned because Alice is Black and not Jewish that I should not even consider bringing legal actions against the Board of Education...Nothing would come out of such actions. The students personally conveyed to me that the principal cohersed them into writing letters telling lies as to how the accident occured. I did my research in trying to hire a legal team that would fight my battle against the Board of Education and such action became impossible.
It became unbearable to fulfill my duties as a classroom teacher working in the common branches division. My back and knees were messed up and was warned that the pain would eventually become more unbearable.
What legal rights do teachers have in public education? They have the right to be normal citizens when acting in a capacity outside of being a teacher. Freedom of speech and expression - this is what every citizen of the most democratic country in the world, the United States of America. But is this subject to what profession a person chooses to have? Does being a public school teacher mean partially diminishing such right?
Oh yes, I found out for the first time in my life why choosing the profession of teaching was not such a good idea in New York because your rights would be more than partially diminished. In my opinion, the system was not there for me; I had no rights at all....a lonely place to be. I felt abandoned by the system. I was told by lawyers to consider another profession and forget about this profession and not to go to any more lawyers because none would take such a case here in New York. This was the real ticker.
I heard things like if you try to sue the Department of Education, you could be black-balled for life....Your reputation can be ruined. I took a sabbatical for one year left New York and did not come back until a few years later. I left the profession and when I returned ended up at the Social Security Board and was declared permanently disabled.

Years later, I started to hear and read about several cases where teachers were terminated because they started to speak against the Department of Education for not allowing them to exercise the alinable right "Freedom of Speech!" Here is a case that was decided by the Supreme Court, it was held that "a teacher's exercise of his right to speak on issues of public importance may not furnish the basis for his dismissal from public employment." The facts of this case is that a teacher was terminated because he wrote to a local newspaper a letter with words of criticism against the Board of Education on its methods of raising revenue for schools. Such actions are real in the USA.
What legal rights do teachers have in public education? To not be restricted in terms of choosing schools for their children, in testifying against the Board of Education or for leading Bible studies outside the school These are legal rights of teachers that can not be constrained or diminished for reasons that they chose the teaching profession. This is why the lower courts stuck down school policies restricting the teachers to exercise their related thereto. Yes, we have these legal rights as it pertains to the above but when it comes to being hurt on the job our alienable rights seem like they become unconstitutional which prevents us from seeking legal assistance receiving any form of compensation.
Outside of school premises, acting as a normal citizen, a public school teacher should be equally treated and protected. Are we equally treat and procted? In my humble opinion, my answer to that question is "NO!" According to legal documentation it has been stated, "Inside the school premises, assuming the function of a school teacher, a model and educator to young people no less, schools have the right to uphold higher standards among them." It is my hope that the Department of Education has been enforcing the right to uphold higher standards."
In a case decided by the Supreme Court, it was held that restrictions imposed by schools are not in violation of the teachers freedom of speech and expression if the exercise thereof is "materially and substantially interfer[ing] with the requirements of appropriate discipline in the operation of the school," or if it "[collides] with the rights of others."
In summarizing this article, so what legal rights do teachers have in public education? The answer is that the legal rights teachers have in public education are the same rights they have from the very start. Freedom of speech and expression are two of the most basic and most important rights bestowed by the state to its people. This can never be compromised and diminished if only to keep a harmonious-looking situation. The only thing that will defeat it is, as in any other case, if the exercise of the same is no longer consistent with other people's rights, and if the function that a person voluntarily assumed is already compromised. Other than these reasons, freedom should be upheld and no words of feeling shall ever be suppressed. Are these rights being uphold for all teachers? I have met teachers who have left the system because they were hurt and they have stated that this system is not applicable and equally demonstrated to all public school teachers.

There is no denying the fact that computers have more than proven useful in today’s society. The question is when to introduce your child to it. Though NYC does run some classes for children through their libraries and after school programs, it is not part of a comprehensive growth program for preschoolers.

Over the past three years, there has been tremendous housing growth in the northeast section of the Bronx. To date, 1,200 new housing units have been built in the area to accommodate the growth of the borough population. Most of these units are being bought or rented by young families with young children. With inflation continuing to rise each year, the typical family now requires dual or supplemental incomes. With this trend comes the corresponding need for quality childcare services.

Incorporating computers into the early year settings of a child is a constructive and enjoyable way that make children’s learning more meaningful and relevant to their everyday lives. It gives them a secure foundation upon which they can build at primary school.

The computers help children develop and reinforce many educational skills from literacy to science. Computers are used to enhance what the children learn in class by using interactive learning games, sing-a-longs and word play. Computers help increase their logic, reasoning and problem solving abilities. It is therefore important that parents place their children in schools with programs that introduce them to computer technology at an early age.

Academic redshirting is the practice of postponing an age-eligible child’s kindergarten entry by a year, typically one whose birthday is very close to the cut-off date.  Academic redshirting is often done in order to provide some extra time for social, intellectual or physical maturation.  Academic redshirting is also known as holding out a year; delayed school entry; postponed kindergarten entrance.  In the United States, by law, a child must begin school if the child is six years old on/or before September 1.

As a former Educator and Educational Consultant, in NY, Academic Redshirting is one of my educational pet peeves. I observed many young children been denied entrance into kindergarten because of age-eligibility.  As an age-eligible child, I was denied entry into kindergarten in the United States Virgin Islands.  When I had to explain this practice to parents in the NYC Public School system, it was very difficult.  As a former consultant to The National Center for Education Statistics (NCES) and currently engaged in research, I now understand the effects of academic redshirting. 

Although, I do not totally agree with all practice of academic redshirting, I have come to accept certain aspects of this practice.  Having collecting certain data for NCES, I became intrigued with this practice in New York and the US Virgin Islands; therefore, I spent countless hours researching and paying attention to certain academic redshirting information.  The information clearly explains how crucial it is for certain children to be allowed entry into kindergarten based on their social, emotional, intellectual, or physical growth.  I was highly surprised when I became a teacher in New York and found out that parents in the New York schools were delayed enrollment in kindergarten of an age-eligible child, if the child has a birthday so close to the cut-off date that he or she is likely to be among the youngest in the class.  Most parents in the US Virgin Islands were not aware of the educational law.  Some of the children were removed from ‘public schools’ and placed in parochial and private schools where the law was not applied to age-eligible children.   

My parents like these here in NY were advised to keep their children home for one more year. They were advised that in doing so, it would only prepare me to be more successful in coping with the social, emotional and academic demands of kindergarten than younger children.  Of course, this practice was not accepted by most parents in the US Virgin Islands.  Some parents in the US Virgin Islands embraced ‘homeschooling’ as an alternative until their children were age-eligible for school.  By the time some children in the US Virgin islands reached age four, many could spell their names, count from (1-100) and engage in other educational activities.  Some of us were intellectually prepared but after becoming an educator in NY and having to make that comparison between both cultures, I found out that in other aspects the mainland children were more prepared in many other aspects.  I agree with some educators who suggested that intellectual development is not enough and other aspects of a child’s growth are essential.

The National Center for Education Statistics (NCES) reports that, nationally, during the 2006-2007 school year, 7% of children had parents who planned to delay their entrance into kindergarten.  This statistic included a higher percentage of boys than girls and a lower percentage of children living in poor households - O’Donnell, 2008. According to researcher Graue, studies suggest that “redshirting is a relatively low-incidence practice that clusters in certain communities.  Although the average academic redshirting trend tends to be about 7%, it ranges from 0 to much higher in certain schools” (Personal communication, February 24, 2000-; also see Graue & DiPerna, 2000).

Of course, the above statistics and percentage reflect the report on a national basis and internationally speaking, during the baby booming era, the percentage reflects a higher percentage. On an international basis, the statistics reflect a much higher percentage due to poor household issues, migration from other Caribbean islands etc.  Also, during the World War II, many parents had to go to work.   I do not necessarily agree with the practice of academic redshirting for all children.  I arrive at the conclusion that parents should do their due diligence after working in the inner-city schools in New York and having coming in contact with children from all walks of life such as: The Caribbean, South America, Central America, China, Latinos, Asians, Africans and that practice makes me realize this practice varies from country to country.

The research conducted on the effects of redshirting has shown mixed results both on a national and tertiary level.  It is extremely difficult to establish a link between redshirted and doing very well or poorly in kindergarten and beyond.   Researchers are saying that some older studies are indicating that some social outcomes for oldest and youngest children in a class were similar.  However, other research suggested that older children showed more behavioral problems (Graue &DiPerna, 2000, pp. 512-513).  One Wisconsin examined 8,000 students’ school records to discern patterns related to school entry age. Promotion, retention, receipt of special services, and achievement in school.  The authors reported that redshirted in the younger half of their age cohort (that is, those with spring or summer birthdays) were more likely to receive special education services than peers who were typically promoted (Graue & DiPerna, 2000, p. 7).  Another study of 116 kindergartners and first-graders in California found few entrance-age-related differences in self-reports of school adjustment, loneliness, perceptions of competence or maternal and peer acceptance (Spitzer, Cupp, & Parke, 1995, p.433)

Being involved, with early childhood longitudinal study regarding children’s achievement in reading and math, we found that redshirted children showed slightly higher reading knowledge and skills when tested at the end of first grade than did children who started kindergarten on time.  In mathematics; however, redshirted children’s scores were somewhat behind those of children who had started kindergarten on time (Malone, West Flanagan, & Park, 2006.)

Several data have been collected on academic redshirting.  Recently another data was released stating that early or late school-age entry cut-off dates nationwide rather than to redshirting, suggests that students who are older than peers in their grade score higher on achievement tests and are less likely to repeat a grade or to be diagnosed with learning disabilities than younger students in the same class (Elder and Lubotsky, 2006).  These findings may be misleading when applied to children who begin kindergarten earlier or later due to redshirting (Elder & Lubotsky 2006, p.28)

Many of my colleagues (educators) have pointed out that an elementary-age child who starts school older than other children in his/her grade (unless he/she has a learning disability) may score higher than others in his/her grade on tests, but this does not prove that starting school later has improved his/her learning.  Rather, it shows only that he/she is older than others in his/her grade taking the test at the same time, at a point in his/her life when a few months of difference in age can translate into significant differences in experience and cognitive skills (Deming & Dynarski, 2008).  Other findings based on national statistics suggested  that when the age of school entry rises, so does the high school dropout rate (Deming & Dynarski, 2008, p.2).

Some researchers have speculated that redshirting may also have short-term and long-term economic effects.  Delaying school entry can cost a family an additional year of child care or preschool, or it can result in the loss of parent’s income for an additional year if that parent stays at home with the child.  In the long term, delaying kindergarten also delays the students’ completion of their education and entry into the workforce (Elder and Lubotsky, 2006).

I would like to conclude that there is no easy remedy for this problem.  Children mature at different rates.  Depending on a child’s socio-economical and spiritual environment, development of that child varies.   It is very difficult to determine whether a child is socially, emotionally and academically ready to start school early.  One of the educational measuring tools I learned is that you cannot measure the length or depth of a child by looking at that child.   Before making the decision to keep their children out of kindergarten for an extra year, parents should consider asking the following questions:  (Katz, 2007, p.2):

1.  Clearly identify the specific characteristics of your child that cause you to be unsure about his or her readiness to begin kindergarten with age-mates.  In other words, don’t delay entrance inbto kindergarten just because the child has a summer birthday or is likely to be among the youngest in the class.  Because children develop at different rates, some younger children may be more ready for kindergarten than some older children.
2. Check the school’s kindergarten readiness tests or screening procedures to get an idea of how your child might fear in the kindergarten classroom in in which he/or she will most likely be placed.
3. Be assertive about finding out what the school expects of entering kindergartners and the school’s suggestions on how you can help your youngster to be prepared.
4. Talk to your child’/s preschool teacher about his/her readiness for kindergarten.  Ask , for example, whether your child made some friends in his/her preschool group (the ability to make friends will help your child adjust to kindergarten).  Was he/she usually able to follow directions?  Does your child appear to be ready for kindergarten work?
5. Find out more about the nature of the kindergarten program.  Is it half-day?  If your child takes a long nap, she may find it hard to adjust to staying awake in school during her unusual nap time.  Is the program organized primarily around formal instruction in basic skills, around project work, or around more informal learning centers?  Organizing children’s learning around project work or around informal learning centers?  Organizing children’s learning around project work or around informal learning centers can accommodate a greater developmental range of children than a formal structured arrangement in which children are expected to sit still while basic skills are taught to the whole group at the same time.
6. Is the kindergarten class size likely to be larger than 25?  A very shy child might find a large class more difficult to adjust to than he/she would a class of around (20) or fewer.
7. What else would your child be doing if she/he did not start kindergarten?  Would your child have easy and safe access to playmates and play spaces?  Are there easily available (and affordable) good-quality preschool programs for your child?
8. Ask the kindergarten teacher for suggestions about what you can do at home before the school year to help your child reach the same skill level as future classmates.
9. Talk to your child in a positive way about starting school.  Your child is likely to adjust rapidly if you approach the beginning of kindergarten with real confidence and reassurance, and if you share any concerns you have with the teacher.
10. Be careful not to exaggerate to a child how much fun she/he will have in kindergarten.  It would probably be best to say something like, “You’ll make new friends and get to do lots of interest things, but there will be times when you wish you were at home.  But those times will pass.”  This kind of forewarning can often prevent a child from coming unstrung when the inevitable difficult moments do occur.

References
Deming, David, & Dynarski, Susan. (2008)  The lengthening of childhood
Graue, M. Elizabeth,  & DiPerna, James (2000).  Redshirting and early retention
Spitzer, Sue; Cupp, Robert; & nParke, Ross D. (1995).  School entrance age, social acceptance, and self-perception in kindergarten and first grade.