The Elephant in the Classroom

When it comes to dealing with chronically disruptive students, everyone  – administrators, teachers, guidance counselors, and social service providers – must operate from the “same page.” Keeping chronically disruptive students in the classroom, as opposed to removing them from classroom, isn’t an effective instructional practice. Although suspensions aren’t effective, no student has the right to take a room hostage or prevent a teacher from delivering a quality lesson. We have to discuss this phenomenon.

Every teacher in this country will attest to having a small percentage of students who aren’t prepared to learn. Moreover, these small percentages of students often prevent the larger majority from learning on a higher level. Is it fair to the large majority of students to lose instructional time because the teacher has to spend valuable time redirecting a severely disruptive student?

The go-to strategy of “calling home, “ or after school detention, isn’t always effective. For example, there ARE situations when a parent or guardian’s contact number is no longer in service. In fact, there are times when the contact number changes often. How does a teacher acquire “buy-in” from SOME parents who literally say, “they’re done dealing” with his or her child?

From my understanding, charter schools have a little more wiggle room in addressing severely disruptive students because they can rely on “counseling out” such students. However, once this student arrives at a public school, such an option becomes severely restricted. Moreover, administrators must keep their suspension numbers low for professional and pedagogical reasons. So, we – teachers – are the bearers of this policy gap. We – teachers – are held accountable for finding a way to turn this student’s behavior around.

As professional educators, it’s our responsibility to prepare students to excel in higher education. If severe disruptions aren’t allowed in college or in the professional world, then why are they condoned within the K-12 levels? What better way to prepare students for the real world then to require students to use professional language and develop a sound work ethic? Excusing behaviors due to teenage years and hormones is akin to lowering expectations. Yes, middle school years is challenging, but a school’s overarching vision statement needs fleshing out and constant implementation.

When a child receives a referral, because of severe disruptive, what he or she must hear is the same message: College and the professional world will not allow certain behaviors. What this student should never hear is someone validating their outburst or sympathizing with their version of the event. Students will always find excuses not to work, especially when the work is rigorous. I’ve never heard a student say a teacher removed them from the classroom because the teacher “likes” that student. That would be the same as believing the dog actually ate the homework. Whenever we coddle or make excuses for a student’s disruptive behavior, we are failing to prepare them for the future.

Chronically disruptive students DO NOT have a right to prevent responsible students from preparing for college. Students should not lose instructional days because of severely disruptive students. Although this phenomenon occurs within almost every classroom, it’s an issue that is never discussed with serious intent. If we want to maximize instructional time with our struggling students, then we MUST tackle this issue head on.

Every Public School Should Be An NYZ: A No Yelling Zone.

Have you ever worked in a public school where teachers often yelled at students? I can’t tell you how many times I’ve seen educators yell at students. Now, before you think I’m completely innocent, I can assure you, I’m not. I’ve had several “bad teacher moments” too. However, after a few years of observing my school’s climate and culture, I can’t help but notice how much yelling at students is painfully counterproductive. This may sound obvious, but you’d be surprised how many educators defend the need to yell, and not tell.

Far too many times, I’ve heard minority educators say, “yelling at kids is just part of our culture.” Or. “You have to understand our kids.” Sorry, but as a minority educator and human being, I simply can’t agree. Although I can understand how one’s upbringing helps shape one’s reality, “yelling” is NOT a cultural trait. It’s insulting to think our kids are incapable of normal dialogue. Simply put, yelling at kids or students is a learned behavior, NOT a DNA gene.

As professional educators, we MUST accept the fact that students will conform to their school environment. Everyone – students, teachers, and administrators – has a direct role in shaping the overall school culture. A school that’s overrun by student misbehavior, and, unfortunately, unprofessional educator behaviors, lacks effective systems and structure. Placing the blame on the students or poverty alone is a cop-out. The adults in the building are responsible for designing an overall school vision, both academic and social.

More often than not, a school’s vision or mission statement is visible throughout the building (e.g. signage). However, if educators and students lack investment or “buy-in” throughout the design and implementation phase of the vision, then the best slogans will become nothing more than decoration. In my honest opinion, a lack of educator and student buy-in will lead to more “yelling,” not less. Subsequently, if effective disciplinary systems are lacking or faulty, then educators will tend to resort to more “yelling”, not less. Once yelling becomes the norm, the students will quickly follow suit. In turn, students will yell at their peers, teachers, and, even administrators. Then, the cycle repeats over, and over, and over…

In my honest opinion, every urban public school needs a NYZ: No Yelling Zone. Just like some parents may use a swear/curse word “money jar”, there could be a system that administers negative consequences to educators and students for yelling. Why? Educators need to understand the need for modeling appropriate dialogue and professional language. There’s a popular misconception floating around urban public schools that “the louder one speaks, the more a student will listen.” Wow! Talk about lowering the bar. Students deserve adults who talk WITH them, not yell AT them. If, everyday, I had to hear every adult in my life yell at me, then I would stop listening too.