Cause/Effect Educational Issue the Strict Term Paper

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Karl P's school, for example, introduced a Prevention, Action Resolution (PAR) Comprehensive Behavior Management system. This is a process-based model where collaborative teams join together to form consensus on a positive and supportive school-wide approach to behavior management for all children. It consists of plans and strategies to Specifically, plans and strategies to 1) prevent the occurrence of troubling behavior; 2) act, or respond to, instances of rule compliance and noncompliance in a consistent fashion; and 3) resolve many of the issues that underlie or cause troubling behavior (Rosenberg, 2004, p.12).

In this process, rules, procedures, and routines allow the adults in the school to communicate the behavioral standards and expectations of the learning environment to their students. Specifically, rules identify, define, and operationalize the school's conceptualization of acceptable behavior, and procedures spell out the steps necessary for the successful and appropriate completion of an activity, task, or operation. Succinct unambiguous rules and procedures serve as the discriminative stimuli for appropriate classroom behavior and actually motivate students to adhere to behavioral standards (ibid).

Another approach is the use of Positive Behavior Interventions System (PBIS), or "the application of positive behavioral interventions and systems to achieve socially important behavior change" (Sugai et al., 2000, p. 133). Under a system of PBS, intervention is focused on proactive prevention at three levels: primary or the entire system, prior to problems, secondary, or small groups of students, to reduce initial problems, and tertiary or individuals with the most intense problems, to prevent crises and long-term failure.

Other schools are relying on some good old common sense and increased communication. The survey noted above (District Administration 2004) indicates that 69% of teachers say finding ways to hold parents more accountable for kids' behavior would be an effective solution to the schools' discipline problems.

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All sides say it is imperative that schools and parents find a way to work together.

Another study, this time by the Teaching Interrupted, a recent Public Agenda report, finds secondary school discipline problems threaten student achievement and drive teachers out of the profession (Fratt, 2004). More than one-third of teachers have considered leaving the profession or know someone who has left because of discipline issues. The study also showed that About 80% of parents and teachers say discipline issues begin at home; parents' failure to teach discipline is a primary cause of school problems.

No one wants to see students who feel uncomfortable expressing themselves and being afraid of their teachers and disciplinary measures. Similarly, children cannot learn and "will be left behind' if they are spending more time socializing and razzing the teacher than studying the classroom lessons. Programs such as those mentioned above, along with acceptance by both parents and teachers that this is a joint problem to be resolved, will help school systems find a positive solution.

Bosse, M.J. (2004) "Meeting the needs of students and parents." Academic Exchange Quarterly 8(2), 187-195.

Fratt, L. (2004) "Culture of trouble makers plaques schools." District Administration 40 (9), 16-17.

Rosenberg, M.S. & Jackman, L. (2003) "Development, implementation, and sustainability of comprehensive school-wide behavior management systems." Intervention in School & Clinic 39, 10-22.

Scott, T.M. & Barrett, S.B. (2004) "Using staff and student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS" 6(1), 21-28.

Silverman, F. (2004) "Student suits: districts are spending up to $100,000 a year on insurance protection against lawsuits. Will an Ohio law giving protection to staff reach your district." District Administration, 40, 34-38

Sugai, G., Horner,.....

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