How can Colorado Public Schools improve student discipline?

Colorado Public Schools

In a recent article, Colorado Public Schools continue to struggle with ensuring that the implementation of student discipline avoids the pitfalls associated with allegations of racism in their schools. Since the inception of the Every Student Succeeds Act, schools are being held to higher expectations in the area of perceived racism. Colorado Public Schools will continue to have challenges with student discipline until they decide to investigate and respond to all factors that contribute to racism allegations.

According to the article, Years into changes, Colorado schools still struggle balancing discipline, Colorado Public Schools have failed at providing a culture of discipline equity for all students. Since the Columbine High School shootings schools have progressively moved away from zero-tolerance policies. The major complaints regarding zero-tolerance policies is that parents became upset when student discipline resulted in their children missing days from school for infractions such as chewing gum in class or police intervention for children who possessed toy guns.

Denver teachers have expressed concerns regarding the move away from zero-tolerance policies. Union leader Vicky McRoberts voiced the concern of many teachers. She said “When initial policies were changed, many teachers were concerned that disciplinary challenges were simply ignored.” The union is responding by collaborating on a project designed to study and evaluate restorative justice practices”. McRoberts went on to say “we recognize that students need to be in school to get the most from that educational experience, and teachers recognize that suspending or expelling students doesn’t necessarily do anything to change the behavior.” However, “students need to recognize that there are consequences”, said McRoberts.

The approach that Colorado Public Schools has decided to engage in provides two very distinct problems. The first problem is that many programs designed to reduce or provide equity with student discipline equalize the power structure between the student and teacher and therefore leave the teacher powerless.

For example, teachers have the power to assign classroom seating for their students. Teachers assign seating for disruptive students first and then assign students who do not have disruptive behavior to sit next to the disruptive students. When the disruptive student reaches a certain threshold there is an initial demand to comply with the teachers request. Demanding that students submit to the teachers authority may result in increased student disruption, therefore decreasing time spent in the learning process. Normally, student who refuse to comply with a teachers request for compliance are sent out of the classroom. However, with many of the new strategies the student either remains in the classroom or is returned to the classroom with no consequence which reduces the power paradigm and can become a catalyst for other students to become disruptive. It is the same as the domino effect.

The domino effect is the cumulative effect produced when one event sets off a chain of similar events. The term is best known as a mechanical effect, and is used as an analogy to a falling row of dominoes. It typically refers to a linked sequence of events where the time between successive events is relatively small. It can be used literally (an observed series of actual collisions) or metaphorically (causal linkages within systems such as global finance or politics).

The second problem is that many of the student discipline reasons for a consequence are unfair to the students due to the initial actions that lead to those incidents.

For example, some in-class arguments between teachers and Black students are a product of the Blacks system of language socialization that involves students talking, which gets others in the group to listen and respond. One of the most common student classroom infractions is talking. Black students are inclined to talk back when motivated by what a teacher says. Black students may become so impressed with the speaker, such as a teacher, that students will want to hear the speaker again due to an interest in how it was said.

Teachers respond to students talking in the classroom without permission by ordering, reprimanding, involving students in work, and naming the student. When a teacher yells, uses harsh words, shames, degrades, or embarrasses a student, such behavior influences all students.

Teachers who use coercion, an attempt to manage students by applying sanctions such as detention, suspension, and corporal punishment, are ineffective when working with resistant students. Resistant students view this as the boss using coercion and become the teacher’s adversaries. Colorado Public Schools must utilize the Raccelerate Racism System and promote positive racial teacher student classroom relationships to minimize or eliminate allegations associated with student discipline.

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Dr. Derrick L. Campbell, Ed.D.

PO Box 4707 Cherry Hill, NJ 08034


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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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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, Every Student Succeeds Act, 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, The Raccelerate Formula, The Raccelerate Phenomenon and tagged , , , . Bookmark the permalink.

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