Moses Lake, Wash. 2 students and 1 teacher Bethel, Alaska Principal and 1 student killed, 2 killed, 1 other wounded when 14-year-old Barry others wounded by Evan Ramsey, 16, at his high Loukaitis opened fire on his algebra class. school. Pearl, Miss. 2 students killed and 7 wounded by West Paducah, Ky. 3 students killed, 5 wounded a 16-year-old who was also accused of killing his by a 14-year-old boy as they participated in a prayer mother. He and several friends thought to be in on circle at Heath High School. by the plot were said to be outcasts who worshipped at Heath High School. Stamps, Ark. 2 students wounded. Colt Todd, Jonesboro, Ark 4 students and 1 teacher killed, 14, was hiding in the woods when he shot 10 others wounded outside as Westside Middle the students as they stood in the parking lot. School emptied during a false fire alarm. Mitchell Johnson, 13, and Andrew Golden, April 24, 1998 11, shot at their classmates and teachers from Edinboro, Pa. 1 teacher killed, 2 students the woods. wounded at a dance at James W. Parker Middle School. A 14-year-old boy was charged Fayetteville, Tenn. 1 student killed in the parking Springfield, Ore.
2 students killed, 22 others lot at Lincoln County high school three days before wounded in the cafeteria at Thurston High School he was to graduate. The victim was dating the by 15-year-old Kip Kinkel. Kinkel had been arrested ex-girlfriend of his killer, 18-year-old honor and released to his parents a day earlier, after it was student Jacob Davis. discovered that he had a gun at school. His parents June 15, 1998 April 28, 1999 Richmond, Va. 1 teacher and 1 guidance Taber, Alberta, Canada 1 student killed, 1 counselor wounded by a 14-year-old boy wounded at W. R. Myers High School in first in the hallway of a Richmond high school. fatal high school shooting in Canada in 20 years. The suspect, a 14-year-old boy, had been unhappy April 20, 1999 at Myers and dropped out in order to begin home Littleton, Colo. 14 students (including killers) schooling. and 1 teacher killed, 23 others wounded at Columbine High School in the nation’s deadliest school shooting. May 20, 1999 Eric Harris, 18, and Dylan Klebold, 17, had plotted for Conyers, Ga. 6 students injured at Heritage High a year to kill at least 500 and blow up their school.
The Essay on How schools kills creativity
Sir Ken Robinson present about how schools kills creativity in a very interesting way. In other words, he manage to grab people’s attention in all over twenty minutes of the presentation by telling jokes. According to Sir Ken Robinson these days students are educated to be a good workers rather than creators. Sir Ken said “Creativity now is as important in education as literacy, and we ...
At School by 15-year-old T. J. Solomon, who was the end of their hour-long rampage, they turned their reportedly depressed after breaking up with his guns on themselves. girlfriend. Deming, N.M. 1 seventh-grader, Araceli Tena, Fort Gibson, Okla. 4 students wounded and 1 severely Fatally shot at Deming Middle School by Victor bruised in the chaos as a 13-year-old boy opened fire with Cordova Jr., age 13. The boy, a dual citizen a 9mm semiautomatic handgun at Fort Gibson Middle School. living in Mexico and commuting to the school, was struggling with depression after the death of his mother. His victim was apparently targeted Schools are charged with educating all who walk through their doors and everyday they must face the challenges brought by a diverse student body. Many children are poorly prepared to meet even the most fundamental demands of the school day, and struggle to have their basic needs met. Children bring into the classroom their family environments, their experiences in the neighborhood, their attitudes about how to handle frustration and respond to discipline, and their entire socialization and view of the world. The spillover of the social and economic conditions of neighborhoods and communities into schools is pervasive and broad ranging.
In defining school violence, we need to consider “violence” along a continuous of behavior within a developmental framework. For example, violent behavior for young elementary school children primarily envolves aggressive behavior such as kicking, hitting, spitting, or name calling. As children grow older, behavior becomes more serious, characterized by bullying and physical fighting. Aggressive or violent young adults may engage in assault against other students and staff, sexual harassment, gang activity, or weapon carrying. The term school crime has also been used to define different types of criminal behavior at school, including theft, property offenses, and vandalism (Goldstein, Apter, & Hartoonunian, 1984).
The Essay on School Violence Kids People Students
In today society, to hear about an act of violence in a school setting is tragic, but common. Whether the violence has to do with guns, knives, or just a simple fight, school violence is getting a little out of hand In the last year there have been over 10 school shooting in the United States, including the most tragic, Columbine High School. These acts of violence are done by students who feel ...
Others define school violence as conflict between students and teachers, or as activities that cause suspensions and disciplinary contacts or detentions. Studies of school violence have variously used such terms as aggression, conflict, delinquency, conduct disorders, criminal behavior, antisocial behavior, and violence, among others, to describe this class of problem behaviors. Because aggressive behavior is different from violence and antisocial behavior, here the appropriate terms are used when describing different areas of research. Considering school violence as behavior that occurs along a continuum from aggression to violence is important because limiting the focus to serious acts of violence does not fully capture the nature and extent of school crime and victimization (Hanke, 1996).
While people are disturbed by increasing rates of school-based homicides, these occurrences make up a relatively small proportion of incidents at school compared to property crimes, acts of assault or extortion, and threats of physical harm. Threats may occur frequently at school but may or may not be actually carried out on school grounds. For the majority of students, the important issue may be less one of violent personal attack and more one of stolen property and threats that color their perceptions and induce anxiety and fear while in school (Hanke, 1996).
Of course, witnessing acts of violence, in addition to being personally victimized by violence, can also cause students to be fearful and anxious, affect a student’s willingness to attend school, and impact on a child’s ability to learn and be socialized at school. The consideration of school violence along a developmental range permits an examination of how different forms of violence exposure and victimization affect children at various ages, grades, and different developmental levels, and those challenged to perform various developmental tasks. These issues are essential to consider for implementation and evaluation of school-based prevention programs. Noguera (1995) examined different aspects of the structure and function of schools that increase the likelihood of acts of violence there. Historically, schools have served three main functions. First, schools have primarily operated as agents of social control. According to Noguera, schools have long been charged with maintaining a custodial role similar to that of the asylums, which was to regiment, control, and discipline those who were housed there. The second function of schools was to acculturate and Americanize a large number of children of European descent.
The Essay on School Violence Students Schools One
... students just think of new ways to get weapons into the school, therefore, they don't prevent all violent acts. The main problem with school violence ... communities of learning. More teachers and smaller class sizes will minimize school violence associated with classroom overcrowding. ... haven't learned acceptable social behavior. Second, middle school is the first time students come into contact with ...
Third, schools were meant to prepare future workers for U.S. industry. These goals have influenced school policy and the ways schools are administered. Concerns about order, efficiency, and control dominated the thinking that guided the early development of schools in the U.S. By the 1960s control and compliance were increasingly difficult to obtain, and many urban schools lowered their expectations about behavior and began to focus on average daily attendance because that was the basis of funding formulas. Exploration of alternative ways of responding to violent behavior would require a fundamental change in how the institution and the provision of educational services were conceptualized by those in authority. This historical worry with control has limited the ability of schools and administrators to respond creatively to the crisis created by the increase of violence and disorder (Noguera,1995).
The strategy that many systems adopt is one of converting schools into prison-like facilities. The belief is that the best way to reduce violence is to identify students with the potential for committing acts of violence, and to exclude them from the rest of the population. Noguera argues that schools must find ways to create more humane learning environments so that students, staff, and administrators feel less alienated, threatened, and repressed. Morrison, Furlong, and Morrison (1994) offer a framework for safe versus unsafe schools, arguing that safe schools are effective, while unsafe schools cannot and will not be effective. Unsafe schools are characterized by chaos, stress, and disorganization. They lack clear and consistent school disciplinary expectations and are poorly designed with respect to the use of physical space. Staff members are unable to monitor and supervise student behavior effectively or efficiently. Safe schools, on the other hand, are characterized by a more positive school climate and atmosphere; have high levels of student, staff, and parent participation; have students who are attached to their school; and have clear and high expectations for student performance and behavior. School is also a place where children from diverse racial and cultural backgrounds come together and spend a great part of their day together. This can contribute to incidents of violence due to racial tension, cultural differences in attitudes and behavior, or an admixture of children from diverse neighborhoods (e.g., busing children to school from a different part of town).
The Essay on To What Extent Should High School Students Be Allowed To
To What Extent Should High School Students be allowed to Exercise Freedom of Speech While on Campus I think that nowadays to deal with an issue of students free speech rights is a tough problem for High School administrators. The matter is that students free speech is protected by the First Amendment. Thus it means that students are allowed to exercise free speech while on campus. But what should ...
Regulus (1995) calls for an integration of a staff culture that emphasizes nonviolent means of conflict resolution with the student culture. Student culture reflects normative adolescent developmental issues, such as the important influence of the peer group, increased need for independence and autonomy, and the struggle to establish a personal identify, as well as recognition of culture-specific priorities like maintaining personal racial or ethnic identity. Attending to race and culture issues acknowledges that schools do not operate in a social or cultural vacuum. Several researchers and educators have pointed out that the community context of a school is critical to the level of school crime and violence at that school (Felson, Liska, South, & McNulty, 1994. This relationship has significant implications for intervention, because even great emphasis and effort on altering the general climate within the school building would be difficult to sustain over time without support from the neighborhood or a concomitant change in the surrounding community. This makes sense, particularly in light of the reason for such high recidivism rates among juvenile offenders: after incarceration, individuals often return to the very environments, peer groups, neighborhoods, and social factors that contributed to their initial involvement in delinquent and criminal activity (Lipsey, 1992.
School Violence Schools Students Youth
Violence in Schools Violence among youth, especially in schools, is one of American society's most pressing concerns. It is also a source of controversy. While no recent nationwide study of the real extent of youth violence is available, small-scale and regional studies indicate that youth violence is increasing, at least slightly. In addition, youth, like adults, are now more frequently using ...
Teachers and administrators are increasingly isolated from the students and neighborhoods they serve, particularly in urban areas. This distance is exacerbated by fear. Teachers who are afraid of their students or are uncomfortable in their workplace will have difficulty maintaining order and discipline. In Tucson, one elementary school teacher actually smells her students as she greets them at the door of her room each morning; this tells her about what the student may have done that morning or the night before. When fear is at the center of the student-teacher relationship, teaching becomes almost impossible, and concerns about safety and control take precedence over concerns about learning and teaching. In general, school factors that are conducive to disorder, crime, and violence include: (a) overcrowding; (b) high student/teacher ratios; (c) insufficient curricular/course relevance; combined with (d) low student academic achievement and apathy, which give rise to disruptiveness; (e) poor facilities design and portable buildings that both increase isolation and hamper internal communication; and (f) adult failure to act because cognizant leaders improperly identify potentially inflammatory situations, are reluctant to admit a problem, believe nothing will work, or simply do not know what to do (Rossman & Morley, 1996. In addition, the perception of a pervasive climate of fear of violence and crime makes it difficult to attract and retain good teachers, particularly in inner-city schools, and thus to attain educational objectives. School discipline may suffer as teachers hesitate to confront misbehaving students because they fear for their own safety. In addition, students are sophisticated enough to recognize a teacher’s limitations with respect to using discipline or force to gain compliance and retain order in his/her classroom (Rossman & Morley, 1996).
The Essay on Pre-school Assessment: Brigance vs. High-Scope
When analyzing the assessment plans of High-Scope and Brigance, one finds similarities and differences. While both focus on correlating their material with Head Start objectives, High-Scope appears to have more focus on experiences, emphasizes parent involvement, and observation, while Brigance aligns well with state and federal mandates regarding testing. The similarities of the two programs ...
Teachers are often unprepared to deal with the challenges presented by their students and the system within which they must operate. According to Walker and Gresham (1997), a major challenge consists of large schools and classrooms that make it difficult for teachers to develop and maintain meaningful relationships with students, especially at-risk students who have more intense needs for attention and involvement. In addition, overcrowded schools have more discipline and vandalism problems. A high child-to-teacher ratio makes it practically impossible for teachers to effectively monitor their students’ behavior, so discipline problems and crime increase (Hellman & Beaton, 1986).
Teachers in these schools are increasingly isolated from each other, from parents, and from the neighborhoods and communities where their students (but not necessarily the teachers themselves) live. Finally, Walker and Gresham argue that many schools have become virtual fortresses of safety, steps which have been required by the escalating rates of violence. All of these conditions make it extremely difficult for schools to effectively educate their students. There are many repercussions from oversized and overcrowded schools that have a high child-to-adult ratio. From a practical perspective, any time taken to monitor and discipline is not available to educate, motivate, and teach. Further, the specific incidents of conflict and disagreement that are known to precede subsequent acts of aggression and violence go undetected in large classrooms, in the lunchroom, or on the playground. Most intervention programs, like conflict mediation, can only mediate the most serious forms of discord. If they were to mediate all of the minor conflicts, teachers would have little time left in the day to spend on instructional activities. This creates a situation wherein serious forms of conflict and disagreement are differentially reinforced because these are the events which receive attention and mediation. The “minor” disagreements (which occur more frequently) often go undetected and are rarely mediated (Webster, 1993).
Weapons and the Perceived Need for Protection Firearms are increasingly available to young people, and more and more children are bringing weapons to school because they say they fear for their safety. Several recent studies highlight the increased availability and use of firearms among youth. For example, Harrington-Lueker (1992) estimated that 580,000 teenagers, about 1 in 20, carry weapons into schools every year. Sheley and Wright (1993) recently surveyed male incarcerated offenders and males in 10 inner-city high schools about their use of and access to firearms, and while their findings cannot be generalized to other populations, they were somewhat sobering. Approximately 83 percent of inmates (average age 17) and 22 percent of students said that they possessed guns, and over half of inmates said they had carried guns all or most of the time in the year or two before being incarcerated. This compared to 12 percent of high school students who reported regularly carrying guns to school; nearly 1 in 4 reported doing so “now and then.” Perhaps even more disconcerting was the ease with which both incarcerated and high school males reported they could acquire a gun. Only 13 percent of inmates and 35 percent of high school males said they would have a lot of trouble getting a gun; nearly half of all respondents indicated that they could “borrow” one from family or friends, and many said they could get one “off the street” (54 percent of inmates and 37 percent of students).
The most frequently endorsed reason for owning or carrying a gun was self-protection: these inner-city youth were convinced they were not safe in their neighborhoods and schools. According to a book recently produced with support from the Carnegie Foundation, the median age of first-gun ownership in the United States is twelve-and-a-half; often the gun is a gift from a father or other male relative. In general, schools thought to promote violence have high rates of exposure to violence and victimization, a significant number of children who report not feeling safe there, the presence of bullies, a widely diverse student population, and an inability to effectively monitor and discipline children, especially for the seemingly minor conflicts which occur between children at a high rate and on a daily basis. Ensuring that basic safety needs are met is an essential first step in providing a child with a school environment conducive to learning and socialization. One “first step” approach to addressing school violence is implementation of an effective security program. This is only one feature of a comprehensive prevention and intervention strategy, but may be a necessary initial component in some school settings. The top priority for elementary schools is to protect the safety of their students. At the higher grade levels, the emphasis shifts from protecting the students to protecting teachers and school property from the students themselves (Sabo, 1993).
Unfortunately, some schools treat this “first step” as their only move forward in reducing school violence. The overall momentum of school policy strategies for reducing violence and crime has been to “get tough.” The more popular approaches include: the installation of metal detectors at school entrances to prevent students from bringing weapons onto school grounds; enacting zero tolerance policies that require automatic suspension or removal of students for bringing weapons on school grounds; the use of police officers as security guards; an increased tendency to treat violent incidents as criminal acts to be handled by law enforcement and courts rather than by school personnel; and the creation of alternative schools or programs for youth deemed too unruly for the regular school setting. These strategies reflect an increased rigidity in school policies for dealing with violent students and violent incidents. Less punitive approaches include conflict resolution to settle disputes nonviolently, mentoring programs to provide at-risk students with supportive adult role models, new curricula to build character and develop moral reasoning (Goldstein & Glick, 1994), and partnerships between schools and social service counseling agencies.
Schools that focus on increasing control have adopted a strategy similar to “hardening the target,” a term used by criminologists for the increased security by stores and banks to prevent robberies. Hardening the target might include installing video cameras, metal detectors, bars on the windows, or alarm systems; and hiring additional security personnel. All of these hardening tactics send the message that it will be difficult to perpetrate a crime or violence at that location. Schools have been undergoing the same transition. Some argue that one reason for the recent decline in crime rates overall is that crime is harder to perpetrate, in part due to the hardening of potential targets, including a hardening of the individual as a target (e.g., by carrying concealed weapons).
While such strategies may result in a reduced number of weapons in schools and in decreased injuries and homicides in school buildings, they will do little to ameliorate the conflicts that precede violent interchanges, the situational factors that can escalate into violence, or the difficulties young people encounter in effectively resolving disputes. The US has had numerous major acts of violence and crime in schools. What I feel is not paid enough attention to is the fact that everyday there is many acts if violence in every school. Grant it there not shootings, they don?t have to be. I feel it?s the school and parents job to catch problems before they are escalted and acted upon. There are many signs, forms of aggresion and retaliation that people in the environment would be able see and act upon before ?things? happen.
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