Tag Archives: Campaign for Nonviolent Schools

The Day Discipline Died in Philadelphia Public Schools

by Christopher Paslay

The Philadelphia School District’s revised code of conduct is evidence that officials have thrown in the towel when it comes to student discipline. 

Mark the date: 8/16/12.  That was the day discipline officially died in Philadelphia public schools.  Not that discipline was alive and well to begin with.  In many schools throughout the city it was hanging on by a thread, a brain dead body with a faint pulse connected to a life-support machine with a bunch of tubes running out of its arms.

Consider these facts: From 2005-06 through 2009-10, the district reported 30,333 serious incidents.  There were 19,752 assaults, 4,327 weapons infractions, 2,037 drug and alcohol related violations, and 1,186 robberies.  Students were beaten by their peers in libraries and had their hair pulled out by gangs in the hall.  Teachers were assaulted over 4,000 times.

In the 2007-08 school year alone, there were nearly 15,000 criminal incidents reported in Philadelphia public schools.  According to data published in the Inquirer, 1,728 students assaulted teachers, 479 weapons were discovered inside elementary and middle school hallways and classrooms, and 357 weapons were found in high schools.

Tragically, almost half of the most serious cases were not reported to police.  Inquirer reporter Kristen Graham wrote that “the most serious offenders—including those who assaulted teachers—were neither expelled nor transferred to alternative education.”  She also added: “Just 24 percent of the 1,728 students who assaulted teachers were removed from regular education classrooms, and only 30 percent of them were charged by police . . .”

In fact, from 2006 to 2008, not a single student was expelled from the Philadelphia School District.

Over the last five years, discipline has been hanging on by a thread.  Not anymore.  Yesterday the School Reform Commission voted to officially pull the plug on the dying animal.  School leaders are being instructed to cut down on out-of-school suspensions, and loosen punishments as a response to discipline violations as a whole.  In particular, principals can no longer suspend a student for profanity, cellphone or uniform infractions.  So when an algebra teacher is in the middle of a lesson on the order of operations and a student is interrupting the class by talking loudly on his cellphone, and the teacher says, excuse me, put that away, and the student says, fuck you, I’m in the middle of a call here, and the teacher says, give me that cellphone now, and the student says, bitch, go fuck yourself, a suspension is not in order.  Not even when a student continues this behavior on a regular basis, and ruins everyone’s education in the process.

According to a story in today’s Inquirer:

The focus now is on in-school intervention.

“Though there can be no excuse for behavior that harms or disrupts, there may be reasons that caring adults in school need to understand. We educate the whole child,” the code declares. It lists a range of in-school intervention that should be employed, from “get a student’s attention by calling his/her name in a calm voice” and “address the student in private” to drawing up behavioral contracts.

How might this work in real life?  Here’s a scenario:

Teacher (trying to teach the class):  Put away that cellphone. 

Student: Man, I’m in the middle of a call, yo.  It’s my mom.  It’s an emergency.

Teacher (whispering calmly to the student): Darryl, you can’t use the phone in class.  Remember our behavior contract?  Can you see me in the hallway, please?

Student:  Bitch, get the fuck outta my face!

Greg Shannon, who is in charge of the school district’s disciplinary hearings and expulsions, said schools need to find ways to work with children and patiently figure out why they continue to break the rules: “We have to say, ‘Why are you coming to school out of uniform, and what can we do to support you? What can we do to get you in uniform, or get you a uniform?’”

How might this work in real life?  Here’s a scenario:

Teacher (being patient): Stacy, your skirt is too high and your shirt is too low cut.  We talked about this, remember?  Where is the uniform I gave you?  You haven’t worn it in three weeks?

Student: That golf shirt is corny.  I ain’t tryin’ to wear that uniform.

Teacher: But you are dressed inappropriately.  Is there a problem at home?  Do you need to talk about something?

Student:  Bitch, mind your business.  You ain’t my mom.

Lorene Cary, the head of the SRC’s safety committee, said, “The idea is that the best way to be safer is to change our culture to a safe culture.  We really have looked at prevention.”

Prevention?  Really?  What a novel idea (as if principals and teachers haven’t been trying prevention for decades).  What school district leaders have yet to answer is what should be done with students who continue to rob their hardworking classmates of an education even after preventative interventions such as restorative justice, positive behavioral supports, and peer mediation are used?  What do teachers and principals do then?

The answer: nothing.  Nothing is done.  Because of pressure from civil rights groups, because of pressure from toxic progressive organizations such as the Education Law Center, Youth United for Change, the Campaign for Nonviolent Schools, and the Philadelphia Student Union, the rights of violent and unruly children supersede the rights of the majority of Philadelphia’s hardworking students trying to get an education.  Instead of suspending such children and placing them in alternative learning environments where they can get the remediation they need (and their classmates can finally have a chance to learn), these incorrigible youth are forced to coexist in classrooms with their peers where they ruin everyone’s education.

Now the SRC, as well as Superintendent William Hite, are on board with this mission: robbing our city’s hardworking children of their educations.  They are now bowing to the notion that the school district’s code of discipline is racist, is disenfranchising innocent children, and is not working; they are buying into Youth United for Change’s canard that the school district’s discipline policies are creating a “pipeline to prison.”

It is pathetic.  The code of conduct doesn’t work because the district doesn’t have the guts to enforce it.  Overall, policies have no teeth and teachers and principals get inadequate backing and support.  Parents and community leaders are absolved of all responsibility and the students themselves are no longer held accountable for their own behavior.  Why?  Because it’s too difficult a battle for the district to fight.  Like a parent who gives into his child because he doesn’t have the energy to enforce his own rules, the school district is taking the easy way out.

Yesterday’s decision to fundamentally revise the student code of conduct was the death blow to school discipline as we know it.  It appears that the SRC, as well as Superintendent Hite, have officially washed their hands of the whole mess.

God help the School District of Philadelphia, and the tens of thousands of hardworking children who will have their right to an education violated now more than ever.

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Filed under School Violence

Campaign for Nonviolent Schools’ Mission is Admirable but Misguided

by Christopher Paslay

The Campaign for Nonviolent Schools’ primary focus should be on character building and traditional core values. 

The Campaign for Nonviolent Schools (CNS) is a youth-led coalition dedicated to ending school violence and improving school climate.  According to their Facebook page:

The Campaign is building a nonviolent student movement across neighborhoods, schools and organizations, engaging hundreds of youth in exploring the roots of violence in their own lives and developing a personal commitment to nonviolence.

Prison-like school environments, a lack of resources, high staff turn-over rates, and suppression of youth leadership are examples of conditions that enhance feelings of anger, frustration, and helplessness that young people may already be struggling with. These conditions help to create school environments which are a breeding ground for physical and emotional violence directed at other students and staff members.

CNS’s goal of ending violence in schools is admirable and its members should be acknowledged for their involvement.  However, CNS’s mode of operation is predictable and disappointing, and its members still are not thinking outside the box: they, like most progressive grassroots movements, preach that students are victims of a broken system, and that change doesn’t begin with character building or proper conduct, but with the airing of the same tired grievances.           

Comparing schools to prisons is irresponsible, as is the notion that our city’s public education system is a “pipeline to prison.”  This so called “pipeline” exists not in the school where a system of educational and behavioral supports is in place to help children grow and succeed (teachers, therapists, counselors, coaches, nurses, mentors . . . all providing free books, equipment, individualized education plans, food, medical resources, etc.), but rather, in the surrounding neighborhoods feeding into the schools.         

In other words, the schools themselves aren’t violent; the students coming in from broken and dysfunctional homes and communities environments are.            

The Philadelphia Inquirer’s Pulitzer Prize winning series “Assault on Learning” gave us a small glimpse of just how dysfunctional students coming into the system can be:

  • There were over 4,500 violent incidents reported during the 2009-10 school year.  According to the Inquirer investigation, “on an average day 25 students, teachers, or other staff member were beaten, robbed, sexually assaulted, or victims of other violent crimes.
  • In the last five years, there were more than 30,000 violent incidents reported—from assaults to robberies to rapes.
  • In the 2009-10 school year, 690 teachers were assaulted.  In the last five years, 4,000 were. 
  • In the 2007-08 school year, 479 weapons were discovered inside elementary and middle school hallways and classrooms, and 357 weapons were found in high schools.  Tragically, almost half of the most serious cases were not reported to police.  Inquirer reporter Kristen Graham wrote that “the most serious offenders—including those who assaulted teachers—were neither expelled nor transferred to alternative education.”  She also added: “Just 24 percent of the 1,728 students who assaulted teachers were removed from regular education classrooms, and only 30 percent of them were charged by police.”
  • From 2006 to 2008, not a single student was expelled from the Philadelphia School District.

These statistics reveal two things: one—a violent and unruly minority of students are violating the rights of the majority of Philadelphia’s hard working public school children and robbing them of their educations; and two—not enough is being done to protect the rights of these children.   

Instead of CNS siding with the majority of their peers who are tired of being short-changed in school—instead of calling for the violent and unruly minority to shape up or ship out—CNS calls for discipline policies that prevent the proper removal and alternative placement of the incorrigible few. 

In particular, CNS opposes the use of more punitive forms of punishment, like suspensions and expulsions:         

We demand a smart school discipline policy that uses restorative practices and/ or other preventative discipline measures that focus on addressing root causes of issues rather than merely doling out punishment.

Positive behavior supports, restorative practices, and peer mediation are all well and good, but groups like CNS never adequately explain what should be done with the scores of students who are still behavior problems after these interventions are provided (and after they’ve taken valuable resources away from the students who want to learn).  Tragically, these students are too often kept in the classroom where they continue to rob their peers of an education. 

CNS has yet to speak out against this horrible injustice, just as they’ve yet to adequately hold their peers accountable for their own behavior.  If CNS truly wants to campaign for nonviolent schools, they should start by demanding that all the hooligans, bullies and thugs stop destroying the system, and fight to promote character and traditional core values among their own peers and classmates.

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Filed under Philadelphia Student Union, School Violence