Why do traditional and charter schools have a suspension problem?

A recent article, highlights the fact that both charter and traditional schools have a suspension problem. While many ascertain that this problem is associated with the behavior of the students there is a need to consider other factors. The suspension problem for both traditional and charter schools is associated with the same school cultural challenges that contribute to high suspension rates in all schools.

According to the article, All Public Schools Have a Suspension Problem. And It Hurts Students of Color and Students with Disabilities, Nat Malkus indicates in the RealClearEdication that charter schools minimize the school suspension problem. This minimization is a true cover-up to characteristics associated with a dysfunctional organization. According to the UCLA Civil Rights Project, charter schools are suspending significantly more students when compared to traditional schools and there exist impending lawsuits in Houston, New Orleans, and New York City.

It is only a matter of time before we eliminate the need for charter schools that have the inability to service children of color. Without charter schools there is no school choice. Without choices the problem that both traditional and charter schools present to Black students will continue.

What school elements continue to contribute to discipline problems in traditional and charter schools? 

First we need to begin with the school culture. This is a major difference between a traditional and charter school. Charter schools are provided the leverage to implement different curricular activities as part of the charter. However, what they do have in common is the teacher. And even though charter schools supposedly have a different process for teacher selection, teachers continue to dominate classrooms with their values.

One of the primary areas that continue to contribute to high suspension rates in charter and traditional schools is non-verbal behavioral expectations. Education is a communication process that is not limited to transmitting knowledge but also involves nonverbal behaviors that are the major aspects of interpersonal relationships, which are critical in all learning situations. The teaching-learning process is essentially a communication event that includes nonverbal communication. Teachers and students are nonverbal message senders and receivers. Developing respectful relationships with students requires considerable knowledge of their verbal and nonverbal communication styles.

Nonverbal communication includes three interacting systems, the visual, auditory, and invisible communication systems. Auditory communication involves loudness, pitch, rate, duration, quality, regularity, articulation, pronunciation, and pitch. Visual communication is the most important nonverbal communication system, and includes kinesthetic, proxemic, and artifactual subsystems. Kinesthetic communication includes facial expression, eye behaviors, gestures, and posture. Proxemic communication involves the use of space, distance, and territory for communication purposes. Artifactual communication involves facial and bodily appearances and the options that communicators use to alter their appearance. Individuals who nonverbally communicate in a manner consistent with a culture are perceived as more interpersonally attractive by members of that culture. Teachers who identify, analyze, and modify, if necessary, their nonverbal behavior improve their effectiveness. Teachers can learn to become effective by attending and completing a teacher preparation programs offered at colleges.

The primary function of teachers’ nonverbal behavior in the classroom is to improve the students liking for the subject matter, the teacher, the school, and class. When the teacher uses non verbal behavior to improve the linking for the subject matter improves the students are more likely to listen more, learn more, and have a more positive attitude about the school and the teacher.

Positive teacher non-verbal behavior has an impact on students. Students who perceive that teachers feel favorable toward them will demonstrate desired classroom behaviors. Students are more likely to complete assignments in classes that they feel accepted by the teacher.

Nonverbal behavior also includes teacher-student physical attributes. In school settings, teachers seem to expect physically attractive children to be more successful, academically and socially. Because of this expectation, a physically attractive child often becomes the teacher’s pet. Students in secondary school settings perceive that dress affects intelligence and academic potential. Taller males and females are perceived by children as stronger when compared to their counterparts. Without the appropriate assessment of non-verbal teacher and student behaviors, both traditional and charter school will continue to have challenges that will lead to high suspension rates.

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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 Charter Schools, Classroom Management, Discrimination, Every Student Succeeds Act, institutional Racism, Leadership, Positive Teacher Student Relationships, Race Relations, racial discrimination, Racial Profiling, Racism, Racism in Education, School Discipline, Structural Racism, Student Fights, Tips for Teachers and tagged , , , , . Bookmark the permalink.

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