How should Richmond Public Schools respond to disorderly incidents?

A recent article cited that Richmond Public Schools Martin Luther King Middle School had 1635 disorderly incidents in the previous year. The school has all of the tools necessary to become a high achieving school. The only way that the Richmond Public Schools will be able to develop a high achieving school culture is to transform the perceptions that students have regarding their teachers.

According to the article, The On Your Side Investigators found data that reveals the MLK Richmond school has safety problems. According to the Virginia State database, last year MLK had 1635 disorderly or disruptive behavior offenses.

Martin Luther King’s statistics makeup 16% of RPS’ total for these disruptive offenses. If each school in the district shared the total equally, that percentage should be just under 2.5%. MLK has eight times that amount.

The new Martin Luther King Middle School was a $40 million investment into the community. The state-of-the art facility has smart boards in classrooms and Wi-Fi in the building.

Students look out the windows of the beautiful building to their homes, which are in some of the most dangerous housing projects in the city. Some of the crimes and behavior issues witnessed there invade the school.

Even though Richmond Public School stakeholders are apt to blame the parents, the real problem exists with the perceptions that the students have regarding the educators. Many of the parents are products of the Richmond Public Schools and these parents convey the failures of the Richmond Public School system to their children.

For example, research has found that there is a high risk of educational underachievement for children who are from low-income housing circumstances. Children in poverty are at a higher risk than advantaged children for retention in their grade, special deleterious placements during the school’s hours and even not completing their high school education.

For children with low resources, the risk factors are similar to others such as juvenile delinquency rates, higher levels of teenage pregnancy, and the economic dependency upon their low income parent or parents. Families and society who submit low levels of investment in the education and development of less fortunate children end up with less favorable results for the children who see a life of parental employment reduction and low wages. Higher rates of early childbearing with all the connected risks to family, health and well-being are major important issues to address since education from preschool to high school are both identifiably meaningful in a life.

Poverty often drastically affects children’s success in school. A child’s “home activities, preferences, mannerisms” must align with the world and in the cases that they do not these students are at a disadvantage in the school and most importantly the classroom. Therefore, it is safe to state that children who live at or below the poverty level will have far less success educationally than children who live above the poverty line.

Students who attend the Richmond Public School Martin Luther King Middle School bring community problems into the school because they know that the school is not designed to enhance their future.

Richmond Public Schools should first monitor disciplinary infractions by utilizing the Raccelerate Racism Formula and the Raccelerate Racism Scale. This will enable administrators and teachers to evaluate the primary causes for student misperceptions of teacher intentions.

Richmond Public Schools must respond to these problems by enhancing the perception that parents have regarding the teachers. Parents gauge the effectiveness of teachers by the response from their children. Contrary to public opinion, children have a good idea of what makes a good teacher. Teachers who are favored by parents often, greet all children daily as they enter the classroom. Have a sense of humor that keeps children interested and makes learning enjoyable, use visual aids to enhance instruction. However, if the children say things such as the teacher is mean, shows favorites, or won’t listen to their side of the story, then the first impression the parents have will be negative.

Richmond Public Schools will also have to transform the perceptions that children have regarding their teachers intentions by promoting positive racial teacher student classroom relationships (Properateasclaships).

Related Articles

Parents, teachers blame student discipline issues, not teachers, for MLK Middle failings

Half of teachers at MLK Middle being replaced this fall

Black students bear the brunt of school suspension

 

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 1668 Blackwood, NJ 08012

 

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Author of Promoting Positive Racial Teacher Student Classroom Relationships

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“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor
“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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About Classroom Racism Exterminator

Racism is a menace and so we’ve been taught for ages which is the primary need for a diversity expert. However, even in this modern society of today where we see a lot of colored celebrities performing on stage with huge fan followings and of course an Afro-America President for the USA, we are still in a phase where racism exists in all its brutal glory and has been eating away at the society like a plague. Classrooms, are one of the most affected areas where color differences and racism exists to its extremes. Even after decades of progress and a lot of communal efforts at bridging the gaps between colored students, white students and teachers, it is sad to say that the disparities still exist and are just as pronounced today as they were back in the 1950s. Colored students, even in the likes of New York City, are attending under resourced schools or have been significantly isolated and made to be unequal in regular schools. Even if the teachers are well-intentioned, perpetuating the structural racism that has taken deep roots into the fabric of our education system is a tough task and make the need for a diversity expert imperative. Teachers need to recognize the biases that exist within the classroom and also take conscious measures to address them and their own biases of course. James Baldwin once said, “it is your very own responsibility to change this society, if you think of yourself as an educated person.” Dr. Derrick L. Campbell took this quote very effectively and straight to the heart and thus this Classroom Racism Exterminator happened. Classroom Racism Exterminator is an initiative that will teach you about your duty and moral obligation towards eliminating racism from the classrooms. This is where and how you will learn about what you need to do to produce a better society that is free of biases and disparities amongst the blacks and the whites. Because we understand how classroom biases and conversations about racism are difficult and how teachers and students almost avoid the topics altogether, we have put together a range of effective methods and products to help address the problem at hand and talk meaningfully to counter issues related to race and racism in the classroom. Diversity expert Dr. Campbell understands that it takes a lot of courage to talk about race and racism and that racial issues need to be viewed through a very critical lens that can understand and attend to the pertaining aspects of racism in the classroom. And therefore through this website we have made a conscious effort to eliminate racism from the classroom and make the educational system equal and beneficial for all. We know and we understand that there are no words that can actually describe how racism feels. There are cases and everybody tends to deal with it in their own manner. Some might lash out verbally or others might just withdraw into shells. Whatever the case, people don’t talk about it openly and teachers don’t really make a conscious effort at addressing the issue. We don’t really know if our children or if the youth is learning to be educated or become racists in their classroom. Our program is focused on helping children of color and regardless of their race, their full potential. We want every student to be able to recognize and reach their full potential so that they think of themselves as responsible citizens of their country and not regard themselves as worthless human beings. Here you will find motivational books and flash card games, all of which have been designed focusing on eliminating racism completely from our classrooms. The books and the games have been consciously designed keeping in mind the American society and educational system. It is a small effort on our and Dr. Campbell’s part to help this society become a better place to live in. A little about diversity expert Dr. Campbell Dr. Derrick L. Campbell the driving force behind Classroom Racism Exterminator is a dynamic figure and a constant source of motivation for us. He has a Bachelors of Science in Electronics Engineering Technology, Math Education, a Masters in Education Administration and also holds a doctoral degree in Educational Leadership. Dr. Campbell is a well known personality throughout the nation. He has lectured at various events including the National Association for the Advancement of Colored People (NAACP), Iron Sharpens Iron Men’s Conference and a lot of local churches. He is a personality well dedicated towards eliminating the plague of racism from our classrooms and helping every child recognize his/her true potential not the color of their skin. He realizes how a child would feel if he/she was made to think they are worthless human beings. Diversity expert Dr. Campbell is compassionate and related to the experiences and therefore this initiative is a constant and continual effort to eliminate racism manifested in us, completely from the classroom and from our society.
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