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Example research essay topic: Twenty Years Ago Columbine High School - 1,480 words

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Dont kid yourself. Theres trouble in paradise that escapes the vision of folks wearing rose-colored glasses. Im not a contemporary Chicken Little running around screaming The sky is falling! And Im not a little boy crying out Wolf! I am a former English teacher with thirty-four years classroom experience. Ive taught through wars, recessions, political assassinations and public anti-war protests.

Ive seen and broken-up hundreds of bloody student fights. Ive been threatened by enraged students and by their irate parents. Been there; done that! Columbine-type students attend most high and middle schools across the country.

They attend Hammonton High, Hammonton Middle, Edgewood, Oakcrest and even Beverly Hills High. They might not always wear trench coats and carry concealed guns and grenades. But the Columbine student mindset is definitely present. These troubled Columbine-type youths are scarier than the obnoxious wise guys that daily defy teacher authority and they are more frightening than the student bullies that terrorize weaker peers and start brawls in the school cafeteria or hallways. The tacit behavior of Columbine-like students makes them a formidable challenge to school authority.

Sure, high schools have peer mediation. The basic problem is that these Columbine-like students dont want to communicate with representatives of standard academic school society. The sinister-minded teens often dont even communicate with each other. Thats what makes them walking and sitting time-bombs ready to detonate. They prefer having an insular existence that does not want to be disturbed. They dont express themselves until its too late.

The Columbine student mentality has a certain behavioral profile. Thats right all you politically correct critics out there, I emphatically stated the improper word profile. The kids say little or nothing at all. They keep their feelings and thoughts mainly to themselves while sitting in their desks, often seething beneath cool external frames.

Columbine-type kids seldom participate in classroom discussions or volunteer to do constructive things in school. To them athletics, school clubs and awards are not worth pursuing. Their rebellion is silent, stealthy, cold, cunning and calculated. Their ongoing rage is adroitly camouflaged; they could erupt and explode at any minute. These kids, probably around five percent of any middle or high schools student body, are individual sticks of dynamite ready to be lit. Not even the students guidance counselors have any psychological handle on what these wily youths are thinking, feeling or plotting.

The Columbine-type kid often feels picked-on, frustrated, alienated and persecuted. Bigger, tougher teens, maybe football jocks, track stars or biker-type kids take pleasure in badgering physically weaker students. Sooner or later there comes the straw that ruptures the camels spinal cord. Thats the dreadful kindling point where resentment and despair instantly transform into tragedy. Columbine-type kids dont relish their lowly perch in the school pecking order and suddenly reach the Popeye syndrome, Thats all I can stands, I cant stands no more!

Columbine-type kids covertly perceive weapons are equalizers that could quickly neutralize and extinguish the overt power exhibited by peer bullies. In his and her cerebral dynamics, the Columbine-like student needs to empower himself or herself to stand-up to insensitive, arrogant peer adversaries. A gun or a knife could easily accomplish that objective and instantaneously narrow the gap. Parents should discourage bullying, especially in this treacherous and unpredictable day and age. The hazing all-too-frequently results in lethal situations. Bullies have got to learn that a weaklings concealed gun could discharge bullets that travel a lot faster than fists do.

This is the risk that a bully now faces when he or she antagonizes a Columbine-type kid; dishing out humiliation might literally trigger your own elimination. Columbine-type students are often lone wolves. The disturbed kids dont like themselves, dont like school, dont like normal kids, dont like normal activities and certainly dont like authority figures like teachers and policemen giving them directions or making demands that seem contrary to their wills. When their fuses reach their ignition point, their solution to their torment is to blow up the school and take everybody (or as many as possible) to the Eternity Hotel with them. That is their quick and violent answer to the emotional anguish that they perpetually silently feel.

I recall a particular eight grade student I had taught in the early 1980 s. I remember walking up and down the aisles of Room 103 of the middle school while monitoring an English literature silent reading activity. I looked down and detected a bulge underneath the students lightweight jacket. Beneath the jacket was a vest, and under the vest my eyes glimpsed a holster with a gun nestled inside. I have to do something in a hurry! I nervously thought.

I bent over and quietly told the student that one of the office secretaries wanted to give him a message. I didnt say principal or assistant principal because those designations might have transformed the students mental condition into a panic-state. I gingerly escorted the student out the back classroom door and then across the hall to the Main Office. Hastily I reached inside his jacket and grabbed under his vest, roughly removing the gun in a short scuffle. Then I wildly tossed the object onto the office counter (not thinking that it might discharge). The very surprised office secretaries gasped in shock and horror.

Dont worry, its only a toy, the student apologetically remarked. Upon closer inspection the gun was indeed a toy, but its barrel was made out of metal and the thing had an authentic-looking wooden handle. The false pistol looked and felt like the real McCoy. The student was suspended for his bad decision of bringing the object to school. I believe that this is where our schools and our educational psychology fail us. Punishments for flagrant violations are too lenient and too moderate.

Events like fighting and taking weapons to school should be handled as if they were felonies. Police should be called in, charges presented, and the student or students ought to be removed permanently from the normal middle and high school and sent to alternative schools. When boards of education have the courage to stand up for whats right and when administrators finally have the guts to state to students that schools are sanctuaries of learning where policy does not tolerate fighting or weapons under penalty of expulsion (and not suspension), and until those things happen, the status quo will remain the rule. Fights and weapons will continue to flourish in public schools as long as administrators treat the events as business as usual. Fighting and weapons should not be dispensed with as if they are normal everyday occurrences, but thats exactly how they are addressed and treated. The eighth grade student protested to the principal about the rough treatment he had received because I had assertively disarmed the toy gun from his possession in the main office.

The lad complained that I had manhandled him. Fortunately, the school authorities placed no credence in his grievances. I had nearly suffered a coronary over the very tense false alarm. The eighth grader had brought the toy gun to school for the expressed purpose of impressing other students that he could be a threat to bigger kids that would daily harass him.

His scheme was that he would scare them off in front of witnesses with his fake pistol, empowering himself before his peers. That event I have just described transpired over twenty years ago. The principal difference between now and two decades ago is that the gun would probably be real and loaded in 2005. So you see, the Columbine-student mentality really existed in my school over twenty years ago. Whoever says that middle and high schools dont need policemen patrolling the corridors, bathrooms and cafeteria has never had to disarm a student, break-up a combat between several two-hundred-pound kids or take control of a dangerous school hostage situation in a hurry (without any police training). The school population has to be protected from these Columbine-type kids and these Columbine-type kids have to be protected from themselves and from each other.

Teachers and students must be safeguarded from whatever covert turmoil is swirling around within their confused adolescent fantasy-oriented minds. The Columbine-type student is out there right now in every American community, but when he or she attends school with your son, daughter, nephew or niece, the student is in there. Disclaimer: The author realizes that the majority of the students who attend Columbine High School are good kids. Unfortunately, the terrible incident that had occurred at that institution has led to the medias usage of the stereotypical term Columbine-type student. The author does not intend to disparage the schools fine faculty and student body in this article.

The author recognizes that Columbine High School has always been an excellent educational place of learning. I believe that all reading this article should feel the same way. Jay Dubya Author of 25 Books


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Research essay sample on Twenty Years Ago Columbine High School

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