By David R. Dupper
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Additional info for A New Model of School Discipline: Engaging Students and Preventing Behavior Problems (Oxford Workshop Series: School Social Work Association of America)
As Valenzuela (1999) points out, for some students at least, being cared for is a precondition of caring about school. When students see schooling as irrelevant to their futures, when schools seem to denigrate their culture or language, or when noncompliance seems to be the best way to resist coercion, then the only thing that will bring these resistant and reluctant students into the fold of education might be the power of human connection and caring. (p. 3 School Characteristics Important in “Connecting” Students to Their School • • • • • School and classroom climate Severity of discipline policies Relationships with peers and teachers School size Rates of participation in extracurricular activities School size has also been found to be associated with school connectedness.
In essence, a relationship-based, preventive model of school discipline creates an environment in which students ‘‘behave appropriately, not out of fear of punishment or desire for reward, but out of a sense of personal responsibility, respect, and regard for the group’’ (Woolfolk Hoy & Weinstein, 2006, p. 210). A relationship-based, preventive model of school discipline should be based upon a response to intervention (RtI) framework. RtI is a comprehensive, multitiered system of delivering evidence-based services to students that utilizes a problem-solving approach and offers increasing levels of support based on increasing levels of student needs (Samuels, 2009).
School districts across the United States are increasingly using a number of security measures. Measures such as locked or monitored doors or gates are designed to limit or control access to school campuses, while measures such as metal detectors, security cameras, and drug sweeps are designed to monitor or restrict students’ and visitors’ behavior on campus. During the 2005–2006 school year, 85% of public schools limited access to school buildings by locking or monitoring doors during school hours; 41% limited access to school grounds with locked or monitored gates; 48% of public schools required faculty and staff to wear badges or picture identification; and 43% used one or more security cameras (Dinkes, Kemp, & Baum, 2009).
A New Model of School Discipline: Engaging Students and Preventing Behavior Problems (Oxford Workshop Series: School Social Work Association of America) by David R. Dupper