How can schools meet the Every Student Succeeds Act discipline requirements?

In a recent article, President Obama and congress have signed the Every Student Succeeds Act which has an additional clause that is designed to eliminate discipline practices that lead students down the school-to-prison pipeline. It has been determined that the school-to-prison pipeline has become detrimental to the productivity of minorities in America. Schools can use two primary strategies that will enable them to met the Every Student Succeeds Act discipline requirements.

According to the article,Education Law a tool for ending school-to-prison pipeline, the Every Student Succeeds Act supersedes the No Child Left Behind Law by encouraging school districts to evaluate their discipline polices that will meet the standards set forth by the act. Schools are now required to reveal that they are taking steps to curb discipline practices that displace students out of the classroom. The new act requires that school districts adopt researched based practices that will keep children in schools and develop discipline policies that are inclusive of the “long-term goal of prison reduction through opportunities, mentoring, intervention, support and other education services”. The Every Student Succeeds Act will require the total cooperation of teachers and students.

How have schools contributed to the need for the discipline reduction emphasis in the Every Student Succeeds Act?

Schools encompass cultural expectations that present challenges for Black students. Schools and Black student conflict result from expectation differences. The lack of cultural consistency and negative teacher expectations has resulted in hidden and often unintended conflict between teachers and students.

Teachers who are culturally different from their students have a greater challenge creating a trusting environment when cultural diversity and race factors are not put on the table by the school and students perceive these factors as important to their identity and school success. School leaders must stop operating on the assumption that the primary reasons for Black children’s failures and challenges with school rest with the children or parents and accept the fact that much of the responsibility rests with the school system and the personnel who dominate the school culture.

Many school social codes are unfamiliar and opposed to culturally diverse student home codes. Blacks have difficulty with school instructional concepts and ideas that are absent in their community, culture, or economic environment that ignore or misrepresent their present condition. School instructional procedures include cultural values, orientations, and perceptions that differ from those of Black students.

The majority of elementary and secondary school curriculum are oriented towards White middle-class children. Public schools continue to have culturally based philosophies and curriculum that focus on White European and Judeo-Christian values. Instructional materials and instructors who work well for European students do not necessarily work well for culturally diverse students, and to believe that they do is to assume Black, Latino, American Indian, Asian, Arab and African immigrants, and European-origin students have identical personal, social, cultural, historical, and family traits.

School instructional procedures include cultural values, perceptions, and orientations that differ from those of Black students. Students who are not interested in school may meet teacher demands for compliance with resistance. Blacks acquire cultural values, attitudes, and learning styles that conflict with values, attitudes, and learning styles needed for success in public schools. Exposing minority students to conditions such as limited parental access to economic and educational resources, conflicting ideas about cultural transmission and primary language use in the home, and interaction style that does not prepare students for typical teacher-student interaction patterns prepare students for school failure before they begin to attend school.

Individuals who accept school cultural orientation values expect passivity by the learner, authoritative transmission of information by the teacher, individual effort aimed at completing assigned tasks, performance recognition, avoidance of confrontations, and minimal antagonisms. In school, students become passive informational recipients while in their culture they are involved in a learning experience that is give and take, and in one situation, they may be the learner and in another situation, they are the teacher.                                                                                                             

Schools can achieve the disciplinary standards set forth in the Every Student Succeeds Act by utilizing the Raccelerate Racism Formula and promoting positive racial teacher student classroom relationships (Properateasclaships).

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Dr. Derrick L. Campbell, Ed.D. www.positiveracialrelationships.com PO Box 4707 Cherry Hill, NJ 08034

 

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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, Every Student Succeeds Act, institutional Racism, Positive Teacher Student Relationships, Race Relations, Race Relations in America, Race relations in the church, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, Structural Racism, The Raccelerate Formula and tagged , , , . Bookmark the permalink.

2 Responses to How can schools meet the Every Student Succeeds Act discipline requirements?

  1. Pingback: How can Colorado Public Schools improve student discipline? | Learning Flourishes in an Environment Free of Racism

  2. Pingback: Will racism in education propel teachers into poverty? | Learning Flourishes in an Environment Free of Racism

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