Teacher Training Programs NOT Preparing New Teachers in Classroom Management, and Zero Tolerance Procedures for School Discipline Do not Work
Dear Colleagues,
As we remember the children and staff who lost
their lives at Sandy Hook Elementary School one year ago, and shudder at the
news of yet another school shooting in Colorado. . . the issue of school
safety, classroom discipline, and student self-management remains a pressing
concern for all of us.
Somewhat coincidentally, a new national
report and an article in the New York Times were both published this past
week--reminding us that our teachers are not largely prepared in the areas of
school safety and classroom management, and the zero tolerance policies
practiced by many schools are not working.
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Relative to the report, the National Council on
Teacher Quality (NCTQ) examined materials from 122 university preparation
programs in 33 states as they evaluated teacher training in classroom
management.
Specifically, they look at whether these
programs taught the "big five" elements of classroom management: How
to set and teach (a) rules for classroom behavior, and (b) classroom routines;
and how to deliver (c) praise for good behavior, (d) consequences for
misbehavior, and (e) interesting lessons to maximize student engagement.
The Report concluded that:
* Most teacher colleges spend some
time on classroom-management techniques, but it's often incomplete, not based
on research, or not integrated into student teaching experiences.
* The programs analyzed averaged only
eight class periods on classroom management, and only 17% of the programs
addressed all five of the areas above.
* 74% of the programs did not teach their
teachers how to use praise and rewards.
Thus, if these university training programs are representative of those across
the country--and we believe that they are--most new teachers are largely
unprepared in the areas of discipline, classroom management, and student
self-management.
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The New York Times article reported that
schools using zero tolerance approaches to student discipline have (a) largely
not decreased their student misbehavior rates, and instead (b) have increased
their student suspension and expulsion rates for minor, non-violent student offenses.
These suspensions and expulsions have disproportionately involved poor students
and students of color in many states across the country. And, this has
led to lower academic achievement and higher dropout rates especially among the
affected minority students.
The Times article goes on to profile a number of schools that have used effective policies and practices involving positive behavioral services, supports, strategies, and programs to significantly decrease the number and intensity of different student discipline and behavior problems.
The Times article goes on to profile a number of schools that have used effective policies and practices involving positive behavioral services, supports, strategies, and programs to significantly decrease the number and intensity of different student discipline and behavior problems.
It is essential that we close the school
discipline, classroom management, and student self-management information and
skill gap that exists within the teaching community. Please feel free to
share our information with your colleagues, and education and community
leaders.
And please feel free to contact me by
e-mail if I can help you on-site as you work to develop the best, most
effective PBIS/PBSS or school-wide discipline and classroom management system
for your students, colleagues, and school(s).
Meanwhile, THANKS
for all that you do. Best wishes during this holiday season ! !
!
Best,
Howie
