Disengaged Students

A sudden increase of youth violence in public schools in early 1990 has caused many to raise concerns about violent behaviors in schools. In the past, the most common form of violence that took place in schools was bullying, physical fights, or

A school needs to work as a cohesive unit, not only in curriculum and classwork, but also in discipline involving violence and other unacceptable behaviors in the classroom, halls, and any other places under the school’s scope of authority. Solidarity when incorporating PBIS is a cornerstone of its own effectiveness. Not acting is just as damaging as ignorance or enabling. Violence or abuse that is unreported will not effectively support school-wide management. Examples of this are telling yourself, “He’s not my student, I’ll keep a low profile, or It’s none of my business.” Student safety and success will always be foremost, even when it comes to student

5. Consult with trusted colleagues: In this case, I would consult with the school administration. The principal or assistant principal knows all of the parties involved at their school along with any preconceived ideas and previous experiences. By speaking with the administration, you are obtaining important insight into this particular situation while maintaining the confidentiality of the

The class is a Year four, five, six composite class and is made up of twenty-nine students; twelve girls and seventeen boys. There are six Year four students, eight Year five students and fifteen Year six students. The variance of intellectual ability within this class is significant with students’ capability ranging from a Year one level to above Year six level and includes students with special / complex needs. The class includes five students who are verified as having Autism Spectrum Disorder, two students who are verified with Intellectual Disability and four students who have been diagnosed with ADHD. Two students are also diagnosed with visual impairment. The class also includes four students who display very challenging behaviours including one student who is under Juvenile Justice for causing grievous bodily harm. This student is on reduced attendance and has a teacher’s aide assigned to him who must supervise him at all times. My mentor teacher emphasised that there are ongoing behaviour issues

These principals were asked to list what they considered serious or moderate problems in their schools. The most frequently cited problems at all levels were the less violent behaviors such as tardiness (40%), absenteeism (25%), and physical conflicts between students (21%). The NCES report found that violent crimes occurred at an annual rate of only 53 per 100,000 students. The critical incidents that are typically the focus of school safety debates were reported to be at least "a moderate problem”: drug use (9%), gangs (5%), possession of weapons (2%), and physical abuse of teachers (2%). The continued use of this of this policy is mainly due to the perception of violence in schools continually being exacerbated by extended media coverage when isolated events of school violence occur according to Martinez

School shootings have generated great public concern and fostered a widespread impression that schools are unsafe for many students; this article counters those misapprehensions by examining empirical evidence of school and community violence trends and reviewing evidence on best practices for preventing school shootings. Many of the school safety and security measures deployed in response to school shootings have little research support, and strategies such as zero-tolerance discipline and student profiling have been widely criticized as unsound practices. Threat assessment is identified as a promising strategy for violence prevention that merits further study. The article concludes with an overview of the need for schools to develop crisis response plans to prepare for and mitigate such rare events.

In the event that one of us are faced with this situation it is important to understand that we have a duty of care to our learners and teachers alike.

Data shows that a student’s dislikement of school could be the strongest predictor of if a student will complete school (High School & Beyond, Eskstern, 1996). There are many reasons that a student may become disengaged some of them are: overage for their grade level, they have adult responsibilities, family income, and socioeconomic status (Barro & Kolstad 1987). The question remains, how can disengaged students be encouraged to be successful in school (Bernstein & Willis, 1996,1997,1981,1983)? Cultural support of a student is an over-riding condition of resistance of engagement of school (McFadden & Munns 2000). Teachers seemed to be spending most of their time in the classroom trying to maintain control because the classrooms are filled

The government have instructed schools to take certain actions when it comes to anyone being harassed at school. When a school receives a complaint they must take certain steps to investigate and resolve the situation. Immediate and appropriate action to investigate or otherwise determine what happened and why the situation occurred. The inquiry must be prompt, thorough, and impartial in order to execute a good result ending. Interviewing the  targeted students will get only the half of the story. Once you find out who the offending students are you then start looking for witnesses to the incident. School officials could then maintain written documentation of investigation. Communicating with targeted students regarding steps to be taken to end the harassment. Checking in with the students that targeted other students during this time help ensure that harassment has ceased. When an investigation reveals that harassment has occurred. A school should take steps reasonably calculated to end the harassment, eliminate any hostile environment, and prevent harassment from recurring.

School violence, in recent history, seems to have taken the United States by storm. Be it a shooting, such as the Columbine High School shooting in 1999, the inappropriate relationships between teacher and student, such as Stephanie Figueroa whom initiated one such relationship with her 11-year-old karate student, or the multiple fights we see on social media that take place in schools. With each passing week, we see a new story that falls in one of these categories. Today, we look at the types of, causes of and how to prevent violence in what should be a safe place and second home for our youth.

If groups are formed and there are still instances of a certain student acting out, I would switch their group so that student could work with a different volunteer or with the teacher. That student may just not like the way the group is being run. I would also go over with students what respect is and how we should respect one another and other adults

The effect when dropping out of the class is wasting money. Some campuses would actually return the students’ money when they drop out of the class before the deadline. But, when it is pass the deadline, the students can’t have their money back. Wasting money is very serious because it is time consuming and waste of effort. The reason why it is a waste of time is because students have spent thousands of money and when they dropped out of the class, they have just wasted the learning opportunity. When my mother uses her money

Student attrition is a growing issue among community college administrators but there’s been little research into how community colleges’ policies and practices reflect this concern, or how they affect student attrition rates. Research has shown that students in online courses continue to experience higher attrition rates than their counterparts in traditional face-to-face classes despite the advantages offered by web-based technology (Shea & Bidjerano, 2014). In prior studies, researchers have found a multitude of factors contributing to high attrition rates among college students in online classes. A number of studies found that certain environmental/life circumstance factors can affect student attrition rates in online classes (Aragon & Johnson, 2008; Atchley et al., 2013; Harrell & Bower, 2011; Park & Choi, 2009; Wigenbach, & Akers, 2013: Shea and Bidjerano, 2014; Xu and Jaggars, 2013; Xu and Jaggars, 2014). These factors include:

Topic: School Violence General Purpose: To inform Specific Purpose: To inform what needs to be done to stop school violence. Central Idea: To inform the effects, causes, and solutions of school violence. INTRODUCTION:      Since the April 20, 1999 shooting at Columbine High School in Littleton, Colorado I have been looking deeper into the issue of school violence. The number of extremely violent crimes committed by students has been increasing in the last few years.

Teachers and staff should take action on minor misbehaviors that students have inside campus before involving police officers. Creating a strong bond between students