How can New York City Public Schools successfully remove metal detectors?

In a recent article, New York City advocates and adversaries continue to ponder the necessity of metal detectors in their schools. The metal detectors have become a security blanket for many educators who would otherwise feel uncomfortable teaching in any other atmosphere which provides that level of security. New York City Public Schools must use a leadership process that empowers teachers to feel safe and control the school culture before attempting to remove metal detectors.

According to the article, Calls mount to remove metal detectors from NYC schools, advocates and adversaries for the removal of metal detectors in New York City Public Schools present valid points on both sides of the spectrum. Advocates believe that the continued placement is unnecessary and discriminatory. Adversaries surmise that the removal of such precautions is a recipe for disaster.

A number of parent groups and advocates believe the metal detectors installed in the city’s most troubled schools are now unneeded because of low crime rates. They also believe that they are discriminatory, since they mainly exist in schools that serve minority neighborhoods. In support of their argument, New York City crime has taken a nose dive over the past two decades. Consistent with this transformation is also a reduction in the number of violent crimes and robberies in schools. For example, assaults dropped 34 percent from 2010-11 to 2014-15, according to police. Critics of detectors say that drop makes them unnecessary. Furthermore, New York City Civil Liberties Union executive director, Donna Lieberman, stated that “Making students have to go through metal detectors to go to school sends a terrible message to students about where they are headed and how they are viewed.”

Other parents and union officials believe that the removal of metal detectors from New York City Public Schools will result in a catastrophe. These parents hold onto the notion that removing metal detectors will leave children unsafe. The president of Teamsters Local 237, Gregory Floyd. supports this notion. According to Floyd, “More than 300 weapons, including knives and BB guns, have been recovered by school safety agents since July. It’s very simple: If the scanners are taken away, then every day will be less safe for the students, faculty and school safety agents inside these schools.”

While both advocates and adversaries for the removal of metal detectors from New York City Public Schools hold valid points, the most effective way to determine the outcome is to pilot the removal metal detectors while empowering teachers to feel safe in the schools.

What process must New York City Schools use to effectively remove metal detectors?

The first step in the process is to pilot an initiative that focuses on metal detector removal at each level within the school district. This will also require that leaders within the school have the ability to build a strong positive community by using Systems thinking. Systems thinking is a process that includes personal mastery, mental models, shared visions, and team building. However, Systems Thinking transformation attempts can result in organizational defensive routines. Organizational defensive routines are detrimental to the existence of organizations such as schools. One response to organizational defensive routines is to establish pilot groups. Without the usage of a pilot group, the new idea of removing metal detectors in New York City Public Schools is doomed to fail.

What other program will lead to successfully removing metal detectors from New York City Public Schools?

The need for metal detectors is associated with ensuring that teachers feel safe. Many of the conflicts in the schools are between teachers and students. Since many of those conflicts are between teachers and students of different races, it is necessary to promote positive racial teacher-student classroom relationships (Properateasclaships).

When promoting positive racial teacher-student classroom relationships, leaders must consider teacher and student cultural differences as well as differences in their verbal and nonverbal behavior. Teachers and students from different cultural backgrounds have historical and cultural perspectives that can create classroom clashes which result in nonproductive classroom environments where students’ education suffers and violence in the school continues to permeate. If teachers and students are unable to understand and accept their cultural differences and their verbal and nonverbal behavior, the nonproductive classroom environment becomes a continued obstacle which will necessitate the continued need for metal detectors in New York City Public Schools.

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

 

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About Classroom Racism Management Specialist

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 institutional Racism, Leadership, Race Relations, Race Relations in America, racial discrimination, Racism, Racism in Education, School Discipline, Structural Racism, Violence in Schools and tagged , , , . Bookmark the permalink.

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