A Silent National Crisis: Violence Against Teachers
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80% of teachers reported being victimized at least once in the current or past school year according to a national survey. The annual nationwide costs of teacher victimization to teachers, parents, and taxpayers exceeds $1 billion. One effective classroom management practice is to teach students skills like problem solving, empathy, conflict resolution, impulse control, and anger management to help reduce violence against teachers.
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Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers.
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Senior high school curriculum palawan pafte 18 oct 2013
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Cultural Values of Filipinos, Group, Society and Social Stratification
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Historical Perspective Of The Philippine Educational System
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The
School Leader’s Tool
for Assessing And improving school culture
By chRistopheR R. WagneR
O
nce thought of as a soft approach to school improvement
efforts, school culture has finally amassed the depth of
research necessary to qualify as a mainstay in a school
leader’s annual improvement plans. Every school has a
culture, and every school can improve its culture.
And school culture may be the missing link—a link that has much
more to do with the culture of the school than it does with elaborate
curriculum alignment projects, scrimmage tests, and the latest buzz-
word reform efforts—in the school improvement conundrum (Wag-
ner & Hall-O’Phalen, 1998). Several authors and researchers (Levine
& LeZotte, 1995; Sizer, 1988; Phillips, 1996; Peterson & Deal, 1998;
Frieberg, 1998) agree and refer to school climate, and more specifically
to school culture, as an important but often-overlooked component of
school improvement.
Assessing School Culture
School culture consists of “the beliefs, attitudes, and behaviors which
characterize a school” (Phillips, 1996, p. 1). School culture is the
shared experiences both in school and out of school (traditions and
celebrations) that create a sense of community, family, and team
membership. People in any healthy organization must have agree-
ment on how to do things and what is worth doing. Staff stability and
common goals permeate the school. Time is set aside for schoolwide
recognition of all school stakeholders. Common agreement on cur-
ricular and instructional components, as well as order and discipline,
are established through consensus. Open and honest communication
is encouraged and there is an abundance of humor and trust. Tangible
support from leaders at the school and district levels is also present.
PREVIEW
School culture affects
everything that happens
in a school, including
student achievement.
A simple survey allows
schools to evaluate three
main aspects of school
culture: professional
collaboration, affiliative
collegiality, and self-
determination/efficacy.
Christopher R. Wagner
[email protected]
Wagner is a past president
of the Minnesota Association
of Secondary School Principals
and a professor in the Depart-
ment of Educational Admin-
istration, Leadership and
Research at Western Kentucky
University.
PL December 2006 41
NASSP MeMbers ONLY
Access tO sAviNgs
What Is Access?
Access is a group discount program created specially for
NASSP members. The Access logo shown on the back
of your new membership card is honored at more than
120,000 locations, saving you up to 50% on purchases you
make every day.
How Does It Work?
1. Find offers from education-supporting merchants in your area.
Log in to the members-only portion of the NASSP Web site using the ID number on your mem-
bership card and password. Then, browse the online savings directory of participating merchants by
entering the city or Zip code where you are—or plan to .
Chapter 12 Ppt
This document discusses several issues and trends in education including curriculum, standards and testing, and shifts in educational thought. It notes that educational reform must address political, social, philosophical, cultural, moral and spiritual aspects of education while respecting diversity. It also discusses views on the role of parents, schools, and communities in a child's education. The passage advocates for schools that provide freedom for students to explore openly and honor each student's experiences and abilities.
Obpp companion bibliography_k-12
This document provides an introduction and table of contents for a bibliography of resources related to bullying prevention. It acknowledges those who contributed feedback and materials to help create the bibliography. The introduction explains that the bibliography is intended to support educators implementing the Olweus Bullying Prevention Program by providing literature and resources that integrate bullying prevention themes with academic content. It provides guidance on selecting high-quality materials that are aligned with best practices in bullying prevention.
Bullying prevention
Bullying is a serious problem that affects many students. It can have lifelong negative impacts on both targets of bullying and bullies themselves. A substantial number of students in the US report being involved in bullying as bullies, targets, or both. Bullying is associated with many behavioral, emotional, and social difficulties. Schools need comprehensive anti-bullying policies and programs to address this issue through prevention, intervention, and support for all students involved - targets, bullies, and witnesses. Teachers play a key role through monitoring students, enforcing rules consistently, taking reports seriously, teaching skills, and offering support.
Culturally responsive pbis (8) (2)
This document summarizes a presentation on culturally relevant practices and Positive Behavioral Interventions and Supports (PBIS). It introduces the presenters and defines important terms. National and state discipline data show racial disparities that common justifications do not explain. A three-tiered approach to PBIS incorporates culturally relevant practices at each level, including embedding culturally relevant teaching, examining data, and understanding student and practitioner cultures. Family involvement and using data to identify patterns are important. The presentation provides resources and emphasizes that culturally relevant PBIS is emerging but must be systematically implemented for lasting impact.
Bullying
Bullying is defined as repeated negative actions against a student who cannot easily defend themselves. It can take various forms including physical, verbal, social, and cyber. The document discusses the prevalence of bullying in schools in the Philippines and worldwide. It outlines the different roles in bullying situations - the bully, the victim, and observers. Interventions to address bullying should be comprehensive, involving curriculum, counseling, social skills training, and creating a supportive environment through open communication between students, teachers, and parents. The goal is to prevent bullying and promote respectful relationships.
2socialawarenesspresentation 170201184547 (1)
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
Social Awareness Presentation
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It identifies five key components of social awareness: emotional intelligence, social capital, perspective taking, cultural competency, and recognizing community resources and supports. The document then provides several classroom strategies teachers can use to support students' social awareness development, including active constructive responding, wise critical feedback, engaging families, journaling, cooperative learning techniques like the jigsaw method, constructive controversy, analyzing media and lyrics, and perspective taking through biographies. The overall goal is to equip students with social-emotional skills that help them succeed academically and socially.
The%20 effects%20of%20second%20step%20on%20student%20behavior[1]
Second Step is a school-wide program for students in kindergarten through 8th grade that teaches social-emotional skills like empathy, impulse control, anger management, and bullying prevention through weekly 30-minute classroom lessons to improve behavior and reduce disruptions. The program involves students, parents, teachers, counselors, administrators and community agencies and focuses on developing positive social skills, violence prevention, and resolving conflicts through empathy.
Bullying
The document discusses various types and effects of bullying. It defines bullying as repeated acts of aggression or intimidation against a weaker victim. Bullying can be physical, relational, or verbal harassment. Studies show victims of bullying suffer psychological consequences like depression and anxiety into middle age. Teens who are cyberbullied are 3 times as likely to have suicidal thoughts. The document outlines steps schools and individuals can take to address bullying, like having anti-bullying policies and talking to bullies, victims, and bystanders.
Nature Preserve
The document discusses how a child's sense of relatedness or belongingness can impact their academic engagement and performance in school. It specifically examines how relatedness to social partners like parents, teachers, and peers uniquely contributes to motivation and how compensation among partners can occur. The study measured students' self-reported relatedness and teacher-reported engagement then analyzed the relationships between relatedness, engagement, and academic performance across age and gender. Key findings suggested relatedness to different social partners each played a unique role and schools should prioritize building high-quality relationships among students, teachers, and families.
Safe and positive school environments section 2
Bullying prevention and response: A GUIDE FOR SCHOOLS
New Zealand Government
Section two - Safe and positive school environments
effective_schools.pdf
The document discusses best practices for creating effective schools that promote student connectedness. It describes three elements that contribute to student connectedness: interpersonal connectedness with teachers and peers, a safe and engaging learning environment, and academic engagement. It provides strategies schools and teachers can use to strengthen each of these elements, such as creating mentorship programs, implementing positive behavior programs, differentiating instruction, and setting high academic standards. The document also highlights several evidence-based programs that integrate these best practices, such as First Things First, Positive Behavioral Interventions and Supports, and Advancement Via Individual Determination.
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- 1. A SILENT NATIONAL CRISIS: VIOLENCE AGAINST TEACHERS
- 2. of in a national survey reported being victimized at least once within the current or past school year. 80% McMahon et al. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51, 753–766.
- 3. The nationwide costs of teacher victimization to teachers, parents, and taxpayers exceed annually.
- 4. One effective classroom management practice is to teach, model, and elicit problem solving, empathy, conflict resolution, impulse control, and anger management.
- 5. Note any change in students’ emotional and/or behavioral functioning.
- 6. Always consider social, cultural, and linguistic factors when judging student and adult behavior.
- 7. Remember, you are not alone! Talk with a trusted colleague, mentor, administrator, or union representative and get outside assistance when needed.
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