Why are Minneapolis Public School teachers powerless with disruptive students?

In a recent article, Minneapolis Public School administrators have opted to reduce suspension rates for disruptive students by rendering classroom teachers powerless. The shift has produced a vacuum in which those targeted students became the power brokers in the classroom. Minneapolis Public Schools can maintain the appropriate power relationships in classes that contain disruptive students by promoting positive racial teacher student classroom relationships.

According to the article, Soucheray: Powerless teachers make it easier for unruly students to rule, Minneapolis Public Schools elected to reduce the suspension quantity for disruptive students due to systemic racism. The school boards decision has resulted in increased student fights and reduced stability in the classroom environment. The first problem with the decision with Minneapolis Public School disruptive student initiative was to focus on the product of systemic racism and not the process that produces the disruptive students. The process that produces systemic racism is the relationship between the teacher and the student. Teacher-student conflicts result from a difference in desires, and even though this difference may be reduced, it remains in schools. Cultural background influences attitudes, beliefs, and values regarding education, ideas about how classes should be conducted, how students and teachers should interact, and appropriate classroom relationships for students and teachers. The classroom conflict between teachers and students results from the different cultural contexts that students and teachers bring to the classroom.

Some minorities believe they cannot trust White institutions. Adolescents may develop oppositional social identities that are contrary to the social expectations of mainstream society when they experience racism and respond with anger and rebellion. Black students are convinced that White teachers are racist and prejudiced and reject White teachers’ authority due to their experience with racism. Black students frequently find themselves in classrooms where their culture, racial, and linguistic identities are under constant attack that manifests as a multitude of disciplinary actions, suspensions, and expulsions.

Classroom racism results from the dominant or more powerful group defining cultural values and value characteristics. Anti-Black prejudice in America has historical roots in slavery, carpetbagging, and the failure to reconstruct the South after the Civil War. The army set the stage for labeling Blacks as inferior by using the Alpha and Beta test that contained a number of visual information processing tasks that Blacks are not proficient at.

The second problem with the Minneapolis Public School disruptive student initiative is that the shift in the power relationships between the teacher and disruptive students left a vacuum that eventually had to be filled. Before the disruptive student initiative, the normal relationships between Minneapolis Public School teachers and disruptive students was consistent with Theory X leadership principles. Theory X leaders utilize coercion, tight controls, threats, and punishments which lead to the unusual amount of suspensions for disruptive students. Over a period of time the result of Theory X leaderships includes low student achievement, student opposition, and teacher classroom management sabotage. Instead of the Minneapolis Public School rendering classroom power to disruptive students, the initiative should have started by promoting positive racial teacher student classroom relationships.

Positive relationships at schools and in the classroom are the prerequisites for effective learning and behavior. Teachers who have positive feelings toward their students are more likely to have students reciprocate those positive feelings. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction and learning.

Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence. Teachers who develop positive and personal relationships with students may prevent psychological development problems in their students. Students are more willing to develop positive relationships with teachers who tend to form close friendships with their students.

Long-term teacher-student relationships result in increased teacher job satisfaction. Minneapolis Public School teachers would enjoy any initiative that helps students as long as the teacher student classroom relationships remain productive for all.

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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 and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

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

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~ 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.
This entry was posted in Classroom Management, Discrimination, institutional Racism, Leadership, Positive Teacher Student Relationships, Race Relations, Race Relations in America, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, Structural Racism, Teacher Student Fights, Teacher Training, Violence in Schools and tagged , , , . Bookmark the permalink.

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