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... mesocratic education. Those hundred and forty middle and high school kids that daily sabotage the smooth operations of local school systems must be channeled into vocational educational schools where they can work with their hands. The students could then learn hands-on skills that they could use later in life when they later become productive taxpaying members of local society. If those students find that they dont like vocational school, they should be given the option of returning a year later to the regular school system. However, they and their parents would have to sign contracts stating that the students promise to be respectful of school rules and teacher authority or else have to return to vocational school or to Alternative School until graduation.
The vocational school diploma would be given equal status to the regular high school diploma to erase any stigma being associated with attending a Vo-Tech or an Alternative School. If the hundred and forty former school system troublemakers learn practical trades and skills (computer skills included) at the Vo-Tech institutions, then the taxpayers investment in their education will be wisely utilized. As long as American public schools tolerate the antics of disruptive students, our school systems are doomed to mediocrity at best. Schools need to become academic institutions and not sociological places where student insubordination and rebellion are condoned by administrators and defended by the First Ten Amendments. Mandatory vocational school is one very practical solution to democratic educations squandering of hard-earned taxpayers money. If lawyers and judges insist that mandatory vocational education violates a students Constitutional Rights, then school systems should have the courage to implement other practical solutions.
A definite police-beat presence should be evident in middle and high schools with a community or borough cop substation in each school. The safety of good students and their teachers should be insured against the growing horde of belligerent and obnoxious uncooperative troublemakers. Schools must be viewed as microcosms of our communities. We all accept the presence of patrolmen on our streets and in our stores. Lets finally have the guts to admit that their presence is also welcomed and needed inside our school buildings. Also, every middle and high school should have two disciplinarians: a vice-principal in charge of student behavioral discipline and a vice-principal responsible for enforcing academic discipline.
When students dont do homework or when they refuse to do class work, they need discipline and not guidance. When students tacitly exhibit negative attitudes about learning and when they chronically complain to the teacher that a subject is boring, they require discipline and not guidance. When students fail to perform teacher expected classroom activities, then they should be referred to the academic disciplinarian for discipline and not to the guidance department; and if the problems persist, detentions, suspensions and transfers to Vo-Tech and Alternative Schools should be assertively administered by administrators. Two Septembers ago I was asked by the new middle school principal to have my old job back while my successor was out on maternity leave.
The Hammonton Public School District requires that each student from grades six to twelve read a listed book for their grade level over the summer and then submit a "critique reaction" to each chapter and hand it in to the English teacher the first week of September. The assignment is called a summer reading requirement. When I retired from the Hammonton School System, I had 105 students spread out over six teaching classes. When I returned to my old job, I suddenly had 142 students in six teaching classes. No public school teacher should ever have a daily workload of more than 100 students and be expected to create a satisfactory academic environment in each class. Thirty of the hundred and forty-two students did not have their summer reading reports done on time.
At the end of the marking period, twenty of the thirty students also owed compositions (course proficiencies). Verbal conflict often arises when teachers must put pressure on derelict students to turn-in due overwork. I approached the vice-principal about the problem. Oh, just give them a zero for not doing the summer reading critiques, the administrator said. But they failed to submit a course requirement, which is the same thing as refusing to turn-in a course proficiency, I replied. It isnt much of a requirement if thirty kids dont do it and then still wind-up passing the course.
Just count it as a failing test grade, the vice-principal said, obviously thinking that when students neglect or refuse to do school assignments it is NOT a discipline problem. If the school had an Academic Disciplinarian to refer the delinquent slackers to, then I believe that a good deal of the attitude and lack of cooperation problems could have been addressed. Then I would not have had to come into verbal conflict with lazy students (Im not afraid to use those taboo and politically incorrect words). I wanted to give each of the uncooperative thirty students a U (Unsatisfactory) for conduct, but the school brass maintained that Us should only be given for flagrant student misbehavior and not for neglecting to do required work.
Its about time that school boards and administrators demanded student accountability and student responsibility. Lets get disruptive students out of classrooms, and please, stop calling them students until they learn self-discipline and demonstrate self-control and respect for others. Make teachers responsible for just teaching and not also for learning and for student behavior. Its about time that students, their parents and society begin viewing and understanding public school education as a privilege and not as a democratic right. Privileges can be revoked if not honored; rights cant be taken away. I believe that six-weeks of compulsory summer community service should be required of all students ages thirteen to eighteen.
Maybe then that twenty percent of disruptive students in almost every public middle and high school will begin to appreciate the value of American education and will begin to understand that schools are places where dedicated teachers impart subject disciplines to genuine students that have the self-discipline to learn. Jay Dubya: Author of 25 Books John Wiessner
Free research essays on topics related to: school diploma, summer reading, school systems, public school, vice principal
Research essay sample on Vice Principal Summer Reading
